States Assembly | Practice Guidance for EY Foundation Stage booklet

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Contents
Section 1 – Implementing the EYFS
NIntroduction		0
N Putting the Principles into practice		0
N General points on provision of the EYFS		0
N Meeting the diverse needs of children		0
N Partnership working		0
N Flexible provision		0
N Play		0
N Quality improvement		0
N Transition, continuity and coherence		1
N Guidance from the end of the EYFS to Years 6 and 7		1
Section 2 – Learning and Development
N Overview of the Learning and Development guidance		1
N Development matters		1
N Look, listen and note		1
N Effective practice		1
N Planning and resourcing		1
N Assessment		1

Contents
Section 3 – Welfare requirements
N Overview of the welfare requirements		1
N Safeguarding and promoting children's welfare		1
N Key person		1
N Suitable people		1
N Staffing arrangements to ensure safety, and to meet the needs of children		1
N Children attending reception classes		1
N Examples of staff:child ratios in mixed-age groups		1
N Suitable premises, environment and equipment		1
N Documentation		1
Glossary	19
Appendix 1 – Criteria for effective paediatric first aid training	21
Appendix 2 – Areas of Learning and Development	22

Section 1: Implementing the EYFS

Introduction

This booklet provides guidance for practitioners on meeting the requirements of the Early Years Foundation Stage (EYFS) framework. It aims to provide useful advice and detailed information on supporting children's learning and development and welfare.
The guidance looks in more detail at how to implement the learning and development requirements and the welfare requirements in theStatutory Framework for the Early Years Foundation Stagedocument. There is also guidance on children's development, what to look out for, effective practice and useful hints on planning and resourcing. The sections in Development matters' and Look, listen and note' also support the continuous assessment that practitioners must undertake. Of course, these sections are not intended to be exhaustive – different children

will do different things at different times – and they should not be used as checklists.

ThePractice Guidance for the Early Years Foundation Stagebooklet is part of the EYFS package of materials and should be used alongside the:

N Statutory Framework for the Early Years Foundation Stagebooklet (the legal requirements and

statutory guidance);

N EYFS resources for providers and practitioners (CD-ROM, poster and Principles into Practice cards). N The Principles into Practice cards provide easy-to-use information about effective practice across

the themes of the EYFS. They are arranged into the four guiding themes which put the requirements into context, and describe how practitioners should support the development, learning and care of young children. The cards include lots of information, hints and further questions to prompt reflection and provide useful pointers for practitioners in their day-to-day work with children.

N The EYFS poster shows you at a glance how the EYFS Principles support effective practice in

the EYFS.

N The EYFS CD-ROM contains all of the written documents in the pack plus in-depth information

on the EYFS, including video material, examples of effective practice and information about supporting every child's development. It also has lots of references and website links to further information and reading to support your work. The CD-ROM will help you to use the EYFS effectively and provides opportunities for ongoing self-training and development. Additionally, the CD-ROM information will be available on the Teachernet website www.teachernet.gov.uk, where you can also access the most up-to-date links and information on the EYFS.

Putting the Principles into practice

The principles which guide the work of all early years practitioners are grouped into four themes:

A Unique Child – every child is a competent learner from birth who can be resilient, capable, confident and self-assured.

Positive Relationships – children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person.

Enabling Environments – the environment plays a key role in supporting and extending children's development and learning.

Learning and Development – children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and inter-connected.

These four guiding themes work together to underpin effective practice in the delivery of the EYFS. They put the legal requirements into context, and describe how practitioners should support the development, learning and care of young children. The Principles into Practice cards will also support practitioners to plan appropriate activities based on the needs and interests of individual children. There are lots of suggestions for activities that work, with issues raised about challenges and dilemmas practitioners may face in their work.

General points on provision of the EYFS

The rest of this section breaks down the key issues which are paramount to successful delivery of the EYFS and meeting children's needs. There are strong links to the cards, and practitioners should think about how the information on the cards can influence their day-to-day work with children.

Meeting the diverse needs of children (Principles into Practice cards 1.2 2.1 )

Meeting the individual needs of all children lies at the heart of the EYFS. Practitioners should deliver personalised learning, development and care to help children to get the best possible start in life. The EYFS CD-ROM provides some examples of ways in which you can achieve this.
You must promote positive attitudes to diversity and difference within all children. In doing this you will help them to learn to value different aspects of their own and other people's lives.

This includes making sure that all children and families feel included, safe and valued; that all children and adults are treated as individuals and are not discriminated against; and that all children are listened to and respected.

Practitioners must plan for the needs of children from black and other minority ethnic backgrounds, including those learning English as an additional language, and for the needs of any children with learning difficulties or disabilities. Providers must actively avoid gender stereotyping and must challenge any expression of prejudice or discrimination, by children or adults.
You must plan for each child's individual care and learning requirements. The focus should

be on removing or helping to counter underachievement and overcoming barriers for children where these already exist. You should also identify and respond early to needs which could lead to the development of learning difficulties. There must be appropriate challenges for gifted and talented children.

Partnership working (Principles into Practice card 2.2 )

Early years practitioners have a key role to play in working with parents to support their young children. This should include identifying learning needs and responding quickly to any difficulties. Wherever appropriate, practitioners should work together with professionals from other agencies, such as local and community health and social services, to identify needs and provide the best learning opportunities for children. Partnership working may be required in particular for a child with disabilities or a child who is looked after in care.
Regular information should be provided for parents about activities undertaken by the children; for example, through wall displays, photographs and examples of children's work.

Flexible provision (Principles into Practice cards 1.1 3.4 )

Many children will receive education and care under the EYFS framework in more than one setting. Some may attend part-time, while others may attend full-time and also use extended services, such as breakfast or after-school clubs. These patterns of attendance will be a key factor in planning. For children who attend more than one setting, practitioners must ensure effective continuity and progression by sharing relevant information with each other and parents.
You should also take into account the differing needs of individual children within the setting and tailor your approach to each child's needs. For example, some children may find it very tiring to concentrate for long periods and need frequent pauses and rests, while others may benefit from longer sessions.
Providers who care for children over relatively short periods of time are responsible for delivering the EYFS in an appropriate way that meets the needs of the children. They should make sure that what they provide complements the education and care the child receives in other settings.

Play (Principles into Practice cards 3.3 4.1 )

Play underpins the delivery of all the EYFS. Children must have opportunities to play indoors and outdoors. All early years providers must have access to an outdoor play area which can benefit the children. If a setting does not have direct access to an outdoor play area then they must make arrangements for daily opportunities for outdoor play in an appropriate nearby location. The EYFS CD-ROM also contains information suggesting innovative ways to engage children in outdoor play.
Play underpins all development and learning for young children. Most children play spontaneously, although some may need adult support, and it is through play that they develop intellectually, creatively, physically, socially and emotionally.
Providing well-planned experiences based on children's spontaneous play, both indoors and outdoors, is an important way in which practitioners support young children to learn with enjoyment and challenge. In playing, children behave in different ways: sometimes their play will be responsive or boisterous, sometimes they may describe and discuss what they are doing, sometimes they will be quiet and reflective as they play.
The role of the practitioner is crucial in:

N observing and reflecting on children's spontaneous play;

N building on this by planning and resourcing a challenging environment which:

– supports and extends specific areas of children's learning;

– extends and develops children's language and communication in their play.

Through play, in a secure but challenging environment with effective adult support, children can: N explore, develop and represent learning experiences that help them to make sense of the world; N practise and build up ideas, concepts and skills;

N learn how to understand the need for rules;

N take risks and make mistakes;

N think creatively and imaginatively;

N communicate with others as they investigate or solve problems.

Quality improvement

It is important that all providers consider how best to create, maintain and improve a setting so that it meets the highest standards and offers the best experience for young children. All providers should continuously think about how to improve what they are offering to children and families. This might include using self-evaluation tools, or becoming involved in local authority or national quality improvement initiatives, making sure that parents' views are understood and considered.
At a basic level, high quality early years provision can be defined as provision which:

N improves all children's outcomes (which can be measured by children's progression and

achievement at the end of the reception year as measured by the EYFS Profile);

N provides increased appropriate support for children at risk of exclusion or poor outcomes; N builds the foundations of future attainment in Key Stage 1 (KS1) and beyond.

A high quality, continuously improving setting will provide:

A safe and stimulating physical environment, so that: (Principles into Practice cards 3.2 3.3 )

N the setting environment promotes physical, mental and emotional health and well-being; N the setting provides stability in children's experiences;

N premises are accessible.

Challenging and appropriate play-based content reflecting individual needs, so that:

N children are valued as unique individuals and inclusive practice is ensured (Principles into Practice

cards 1.1 1.2 );

N parents are involved with learning and children's views are considered (Principles into Practice

cards 2.2 2.3 );

N continuity of care for children enables them to identify with key workers and children develop

relationships at all levels (Principles into Practice card 2.4 );

N inclusive practice ensures availability for children with SEN/disability and values and respects

diversity (Principles into Practice card 1.2 );

N stimulating play-based age-appropriate learning encourages creativity (Principles into Practice

cards 4.1 4.2 4.3).

Well-qualified and experienced staff, so that:

N staff work in an environment that recognises the impact of higher qualifications on the quality

of provision;

N there are clear progression routes for the childcare workforce;

N there are incentives for staff to become better qualified and there is support for staff taking

qualifications.

Access to effective practice and professional development for staff by:

N recognising the importance of Continuing Professional Development (CPD) for all staff; N supporting staff undertaking CPD;

N providing opportunities for staff to share effective practice;

N supporting other staff in the absence of staff undertaking CPD;

N offering incentives for staff successfully completing CPD activities.

Effective challenge and support by:

N designing and maintaining systems of management which encourage continuous quality

improvement and embed effective practice;

N designing dynamic and flexible systems of physical organisation that support personalisation for

all, including the gifted and talented;

N ensuring that there is a wide range of resources available, to cater for all ability levels; N encouraging and helping staff to raise levels of skills and qualifications and providing

opportunities for CPD for all;

N encouraging the building of adult skills to appropriately challenge all ability levels, including

children with special needs and those with special gifts and talents;

N ensuring there are processes for taking account of parents' and children's views;

N integrating with other services, especially Children's Information Services, health and

employment services;

N sharing best practice between settings and early years workers through local, regional and

national networking.

Sustained shared thinking, which means:

N adults are aware of the children's interests and understandings and the adults and children work

together to develop an idea or skill;

N in the most effective settings practitioners support and challenge children's thinking by getting

involved in the thinking process with them;

N there are positive trusting relationships between adults and children;

N the adults show genuine interest, offer encouragement, clarify ideas and ask open questions which

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

Monitoring information and data, which means: (Principles into Practice card 3.1)

N accurate record keeping, including information on children's learning progress, disability, SEN,

attendance, ethnicity and gender;

N self-evaluation against quality criteria that drives quality improvement between Ofsted inspections; N accurate EYFS Profile and other data returns.

Transition, continuity and coherence

A high quality early years experience provides a firm foundation on which to build future academic, social and emotional success. Key to this is ensuring continuity between all settings and that children's social, emotional and educational needs are addressed appropriately. Transition should be seen as a process, not an event, and should be planned for and discussed with children and parents. Settings should communicate information which will secure continuity of experience for the child between settings. Schools should use the summative assessment of each child recorded in the EYFS Profile to support planning for learning in Year 1. Year 1 teachers should be familiar with the EYFS and likewise EYFS teachers should be familiar with the KS1 curriculum. Gifted and talented children should be included in the school's Gifted and Talented Register.

Guidance from the end of the EYFS to Years 6 and 7

The Primary Framework for literacy and mathematics: The Primary Framework for literacy and mathematics provides guidance for practitioners working with children from the end of the EYFS to Year 6 and into Year 7. It covers the areas of speaking and listening, reading, writing and mathematics.The Framework reflects the recommendations from the review of early reading, and in particular that systematic high-quality phonic work should be the prime means for teaching children to read and spell words. The review confirmed that for most children such work should begin by age five, subject to the principled professional judgements of practitioners. The activities and approaches in Communication, Language and Literacy help to prepare children for starting phonic work, particularly the development of speaking and listening skills.
The guidance provided in the Framework for children aged from three to five is an overview of what is in the EYFS. The learning objectives for this section in the Framework are the early learning goals and a few additional statements from Communication, Language and Literacy and Problem Solving, Reasoning and Numeracy. These early learning goals and statements are also listed under the learning strands' of both literacy and mathematics frameworks, so that practitioners can see how the EYFS feeds into literacy and mathematics teaching in KS1.
The Social and Emotional Aspects of Learning curriculum resource: The Social and Emotional Aspects of Learning (SEAL) programme provides a whole-curriculum framework for developing children's social and emotional skills from the EYFS right through primary school. It is the DfES recommended social and emotional learning programme for all primary school children, and is also available to state nurseries with EYFS children.

Section 2: Learning and Development (Principles into Practice cards 4.1 - 4.4 )

Overview of the Learning and Development guidance

Each section of the areas of Learning and Development offers examples of the types of activities and experiences that children might be involved in as they progress and which practitioners could refer to when they are planning. There is also support for continuous assessment that practitioners must undertake. These sections are not intended to be exhaustive – different children will do different things at different times – andthey should not be used as checklists .
The Learning and Development sections are split into four columns that represent the ongoing cycle of thinking about development and assessing children's progress. These will support and enable practitioners to provide opportunities for children to play, learn and succeed in an atmosphere of care and feeling valued. The four columns are: Development matters; Look, listen and note; Effective practice; and Planning and resourcing. Information on each column is provided below. Practitioners must be familiar with the content of the areas of Learning and Development in order to support children's learning and development. This guidance begins in Appendix 2 on page 22.

Development matters

The Development matters column identifies the developing knowledge, skills, understanding and attitudes that children will need if they are to achieve the early learning goals by the end of the EYFS.
It is important to note that children will not necessarily progress sequentially through the stages, since these do not represent age-related goals. Some elements may appear to have been achieved very quickly, others will take much longer. As children move from one element to another, they take with them what they have already achieved and continue to practise, refine and build on their previous development and learning.
Within the Development matters column the early learning goals are indicated in bold print.

The statutory early learning goals establish expectations for most children to reach by the end of the reception year. By the end of the EYFS, some children will have exceeded the goals, while others will be working towards some or all of them.

Look, listen and note

Practitioners' observations of children help them to assess the progress which children are making. Observations help practitioners to decide where children are in their learning and development and to plan what to do. This is an essential part of daily practice in any setting, regardless of the age of the baby or child. Looking, listening and noting is important because it helps you to:

N get to know a child better and develop positive relationships with children and their parents; N plan appropriate play and learning experiences based on the children's interests and needs,

and identify any concerns about a child's development;

N further develop your understanding of a child's development;

N develop a systematic and routine approach to using observations;

N use assessment to plan the next steps in a child's developmental progress and regularly review

this approach.

Further information on record keeping and recording assessments can be found on the EYFS CD-ROM.

Effective practice

By using the information on Learning and Development to support continuous observational assessment practitioners will form a view of where each child is in their learning, where they need to go, and the most effective practice to support them in getting there. The guidance on effective practice to support children's development is based on the EYFS Principles and the examples given illustrate just some of the possibilities. The column provides ideas on activities and initiatives that practitioners can engage in to support and extend children's learning and development, based on their interests and needs. As well as leading activities and encouraging child-led activities, you should support and extend all children's development and learning by being an active listener and joining in and intervening when appropriate. The EYFS CD-ROM and the cards both give further examples of efffective practice.

Planning and resourcing (Principles into Practice card 3.1 )

Good planning is the key to making children's learning effective, exciting, varied and progressive. It enables practitioners to build up knowledge about how individual children learn and make progress. It also provides opportunities for you to think and talk about how to sustain a successful learning environment. This process works best when all practitioners working in the setting are involved. Practitioners who work alone will benefit from opportunities to discuss their plans with others working in similar circumstances.
Planning should include all children, including those with additional needs. However, it is important to remember that no plan written weeks in advance can include a group's interest in

a spider's web on a frosty morning or a particular child's interest in transporting small objects in a favourite blue bucket, yet it is these interests which may lead to some powerful learning. Plans should therefore be flexible enough to adapt to circumstances.

Assessment (Principles into Practice card 3.1 )

All effective assessment involves analysing and reviewing what you know about each child's development and learning. You can then make informed decisions about the child's progress and plan next steps to meet their development and learning needs. This is calledassessment for learning.

– Formative assessment is the type of assessment based on observations, photographs, video, things children have made or drawn and information from parents. It informs or guides everyday planning.

– Summative assessment is a summary of all the formative assessment done over a long period and makes statements about the child's achievements. The EYFS Profile is the summative assessment completed by practitioners at the end of the EYFS. It summarises children's progress towards the early learning goals. It can also be formative in that it informs and guides the medium- and long-term planning done by Year 1 teachers in order to support and extend children's learning as they move into KS1.

The EYFS Profile scales booklet is available for practitioners to use to help them assess children's development. However, you can use your own records to compile a Profile for each child, as long as your approach is consistent with the early learning goals. You can use your professional judgement to decide how much record keeping is necessary to support your assessments. However, you must undertake the EYFS Profile for all children of an appropriate age and assess them through observational assessment against the 13 scales and report 13 scores for each child.
You also have the option of using the eProfile which is an electronic version of the EYFS Profile scales booklet. This can be obtained from your local authority but you will need to make sure that your local authority is able to provide the necessary IT assistance before downloading the software.
TheAssessment and Reporting Arrangements(ARA) booklet sets out the statutory assessment and reporting arrangements for the EYFS, along with information on arrangements for submitting data to local authorities. It is reviewed annually and issued to practitioners by the QCA, and is also available online. A weblink is available on the EYFS CD-ROM www.qca.org.uk
TheCommon Assessment Framework(CAF) enables effective communication between the various agencies involved with children who have additional needs, or a child about whom there are concerns. It is used alongside the formative and summative assessment described above. The CAF can be found on the EYFS CD-ROM.

Section 3: Welfare requirements

Overview of the welfare requirements

Children learn best when they are healthy, safe and secure, when their individual needs are met and when they have positive relationships with the adults caring for them. The welfare requirements are designed to support providers in creating a setting which is welcoming, safe and stimulating, and where children are able to enjoy themselves, to grow in confidence and to fulfil their potential.
The statutory framework sets out the legal requirements which cover safeguarding and ensuring children's welfare, staff, premises, environment and equipment, organisation, documentation and reporting. It also contains statutory guidance which providers must take into account when seeking to fulfil the legal requirements. Additional support for providers is set out below in the form of guidance and information on delivering some aspects of the legal requirements.

Safeguarding and promoting children's welfare (Principles into Practice cards 1.3 1.4 )

The welfare requirements require providers to take the necessary steps to safeguard and promote the welfare of children in their care. In particular they are required to implement an effective safeguarding children policy. An effective policy will include:

N roles and responsibilities of individual practitioners and managers in safeguarding and promoting

the welfare of children;

N the name of a practitioner who has lead responsibility for safeguarding children, plus their role

and responsibilities;

N the steps to be taken when a concern about a child's welfare or safety is raised, including how

this will be recorded;

N the procedure for referring concerns about a child's welfare to local statutory children's services

agencies, social services or the police;

N procedures to be followed in the event of an allegation being made against a member of staff

or volunteer;

N arrangements for sharing information with parents about safeguarding children procedures prior

to their child joining the setting;

N how and under what circumstances parents will be informed about concerns and any actions taken; N how confidentiality and information sharing will be managed;

N how practitioners' knowledge of safeguarding children will be kept up-to-date, for instance by

including issues in induction training and providing regular access to training in safeguarding and promoting the welfare of children.

Providers should follow the guidelines set out in the bookletWhat To Do If You're Worried A Child is Being Abused, produced by the DfES. A link is provided on the EYFS CD-ROM.

Key person (Principles into Practice card 2.4 )

Each child in a group setting must be assigned a key person - in childminding settings the childminder is the key person. A key person has special responsibilities for working with a

small number of children, giving them the reassurance to feel safe and cared for and building relationships with their parents. A key person will help the baby or child to become familiar with the setting and to feel confident and safe within it. They will also talk to parents to make sure that the needs of the child are being met appropriately, and that records of development and progress are shared with parents and other professionals as necessary. Even when children are older and can hold key people from home in mind for longer, there is still a need for them to have a key person to depend on in the setting, such as their teacher or a teaching assistant.

Suitable people

Providers are required to carry out checks on all people who work with children or who are to have unsupervised access to them. In childminding settings Ofsted checks the suitability of the childminder and of any other adults living or working on the premises. For provision made by schools, responsibility rests with the headteacher for checking suitability and for ensuring appropriate checks are carriedout. Enhanced CRB checks are mandatory for all new appointments to the school's workforce, and forthose who have beenout of the school's workforce for more than three months.
In other types of registered settings, Ofsted checks the suitability of the registered provider (including the people who make up the provider in the case of corporate bodies or unincorporated associations) and the manager. The provider is responsible for checking the suitability of all other people who work with the children, or are likely to have unsupervised access to them. There are a number of routes through which providers can obtain such disclosure, and further information can be obtained from the CRB website www.crb.gov.uk
It is an offence under Section 76 of the Childcare Act 2006 to employ in connection with early years provision someone who is disqualified from working with children. Details of what disqualifies people from working with children are set out in regulations made under the Childcare Act 2006. Some of the things that disqualify people from working with children in early years settings are:

N convictions or cautions for an offence against a child;

N convictions or cautions for certain violent or sexual offences against an adult;

N being on the Protection of Children Act list of persons considered unsuitable to work with children; N being on the Department for Education and Skills list of people who are considered not fit and

proper persons to work with children (list 99);

N being made the subject of a disqualifying order;

N where any of the above apply to the person's spouse or partner.

People who are disqualified from working with children in early years settings may sometimes still work with children by applying to Ofsted for a waiver, providing they are able to demonstrate that they don't pose a risk of harm to children. The provider should apply and obtain clearance on behalf of the disqualified person before employing them. Ofsted cannot waive a disqualification for people who are included on the Protection of Children Act (POCA) list, if a direction has been made against the person under section 142 of the Education Act 2002, or if a disqualification order has been made by the court.

Early years providers who think that someone they are considering employing has a conviction that may disqualify them from working with children can talk confidentially about this with Ofsted by calling their helpline on tel: 08456 40 40 40. They should also call this number to apply for a disqualification to be waived.
Providers should be aware that systems change, and they need to keep up-to-date with the new procedures which will come into force. A new vetting and barring scheme for those working with children and vulnerable adults will be phased in from autumn 2008. The Safeguarding Vulnerable Groups Act 2006 sets out the requirements employers of those working with children will need

to fulfil once the scheme is in place. Further information on the Act and the new scheme can be found at www.everychildmatters.gov.uk/vettingandbarring

Staffing arrangements to ensure safety, and to meet the needs of children

Providers must meet the specific requirements for ratios of adults to children set out in Appendix 2 of theStatutory Framework for the Early Years Foundation Stagebooklet. The ratio requirements set out the minimum numbers of staff that are required to be present with the children at any time. It may, according to circumstances, be necessary to exceed these minimum requirements. The provider should consider at all times whether there is adequate supervision of children and ensure that the needs of the individual children being cared for are met.
Where it is appropriate to apply a 1:13 ratio, it is important to note that this may only be used while the qualified practitioner (for example a teacher, EYP or someone with a relevant level 6 qualification) is present and engaged with the children.
Providers should put in place contingency arrangements for staff absences and emergencies.

When there is staff absence or an emergency occurs suitable arrangements might include drawing on a pool of suitable staff, re-grouping of children, re-organising rooms and activities and re-deploying other suitable staff. When such disruptions occur there should continue to be a consistent experience for the child. Additional staff and management resources may also be required for undertaking management tasks, preparing meals, domestic tasks, and maintaining premises and equipment.

Children attending reception classes

Children attending reception classes are part of the EYFS. Depending on school admissions arrangements children may be starting reception class shortly after their fourth birthday. Children attending at this age need special consideration to ensure that their particular needs are met and that they have the same access to the EYFS as four-year-olds in other settings. As well as a minimum of one full-time teacher, many schools consider it good practice to employ a full-time level 3 practitioner in order to meet the needs of this particular group.
Some schools may choose to mix their reception classes with groups of younger children, in which case they should use their discretion in establishing ratios for these mixed groups based on the EYFS welfare requirements. However, in exercising that discretion the school must comply with the statutory requirements relating to the education of compulsory school-aged children and infant class sizes. Additionally, larger groups should only operate if they are using large open-plan areas in which distinct groups can be clearly segregated.
Where children are in the age range two to five but where the majority of the children in the class are not of statutory school age within the academic year, the staffing arrangements should

be such that total group/class sizes do not exceed 26. The class should have a minimum of a qualified teacher and a level 3 qualified assistant. Exceptions can be made for group/class sizes exceeding 26 in emergency short-term situations. However, the group size should never exceed 30 without the employment of an additional teacher.

Examples of staff:child ratios in mixed-age groups

Mixed groups Minimum requirement

Class of 28 three- to five–year-olds, 20 of Required: one school teacher [1].

whom reach statutory school age within the

academic year. At least one other member of staff (preferably

level 3 or foundation trained higher level teaching assistant).

Class of 20 three- to five-year-olds, none of Required: one school teacher and at least one whom reach statutory school age within the other member of staff who holds a full and academic year. relevant level 3 (as defined by CWDC).

Mixed-age group of 40 children aged three to Required: one school teacher and three other five, ten of whom reach statutory school age members of staff, two of whom hold a full and within the academic year, operating in an open- relevant level 3 (as defined by CWDC).

plan environment with plenty of room for a range

of activities (including the option to split the

children into smaller groups).

Mixed-age group of 26 children aged two to five, Required: five members of staff with one school ten of whom reach statutory school age within teacher, and at least one other member of staff the academic year and ten two-year-olds. who holds a full and relevant level 3 (as defined

by CWDC).

Mixed group of 45 children aged three to five, 30 Required:twoschoolteacherswithtwoother of whom reach statutory school age within the membersofstaffandatleastoneofthesemust academic year. holdafullandrelevantlevel3(asdefinedby

CWDC).

Suitable premises, environment and equipment

An appropriate environment is essential to both safety and effective learning and development. As well as being a safe and secure environment which children are unable to leave unless they are supervised, reasonable adjustments must be made so that premises are suitable for children with disabilities and reflect the ethnic, cultural and social diversity in society.
TheStatutory Framework for the Early Years Foundation Stagrequires providers to conduct

a risk assesment and review it regularly. It is essential that children are provided with safe and secure environments in which to interact and explore rich and diverse learning and development opportunities. Providers need to ensure that, as well as conducting a formal risk assessment, they constantly reappraise both the environments and activities to which children are being exposed

and make necessary adjustments to secure their safety at all times. Providers must ensure that the premises, indoors and outdoors, are safe and secure. This should include appropriate measures such as including indoor and outdoor security as part of any assessment made. For example, ponds, drains, pools or any natural water should be made safe or inaccessible to children. Staff should be aware which doors are locked or unlocked, how to use door alarms and security systems, intercoms and name badges. A good risk assessment will look at risks associated with:

N boundaries and gates;

N water hazards, for example ponds, drains and pools; N hazardous substances and equipment;

N hazardous plants;

N pets and other animals;

N electricity and gas;

N the use of socket covers in electrical sockets;

N doors, windows and glass;

N floors and stairs;

N stacked furniture;

N the kitchen and food preparation/access to the kitchen;

N hot appliances;

N hygiene, cleanliness and minimising the risk of infection;

N outings and trips;

N fire safety;

N the condition of prams, pushchairs, highchairs and low chairs; N the use of safety harnesses;

N the condition of toys and other equipment;

N sandpits and their protection from contamination;

N furniture, equipment and toys;

N the arrangements for monitoring children who are sleeping; N linens such as bedding and towels;

N any other relevant areas.

Documentation

Group settings will be expected to have written copies of any policies and procedures which are required, for example, to safeguard children, promote equal opportunities and so on. Providers should ensure that all members of staff have been given copies of these policies and procedures as part of their induction, and that they are explained to, and accessible to, all parents.
Schools will not be required to have separate policies for the EYFS provided that the requirements are met through their policies which cover children of statutory school age. Childminders will be expected to ensure that any assistants are aware of all policies and procedures, and that they are able to clearly define them for parents and others as and when requested. However, it will not be necessary for childminders to have written copies of these policies and procedures.

Glossary

Assessment Through observing children and by making notes when necessary, practitioners can make professional judgements about children's achievements and decide on the next steps in learning. They can also exchange information with parents about how children are progressing.

Attachment Babies and young children actively seek close relationships with their parents and other primary caregivers. See key person.

Childminder An early years childminder provides early years provision on domestic premises for reward.

Early Years Action When practitioners working with a child on a daily basis, or the setting's SENCO, identify that the child has special educational needs and provide interventions that are additional to or different from those provided as part of the setting's usual activities and strategies.

Early Years Action Plus When practitioners working with a child on a daily basis and the SENCO are provided with advice or support from outside specialists, so that interventions other than, or additional to, those provided through Early Years Action can be put in place.

Early years provider A person or setting providing early years provision, for example, a childminder, nursery, school. This will include any person registered on the Early Years Register, and school (maintained and independent) providing early years provision. A company, committee or group may make up the registered person.

Key person The named member of staff with whom a child has more contact than other adults.

This adult shows a special interest in the child through close personal interaction day-to-day. The key person can help the young child to deal with separation anxiety.

Parents Mothers, fathers, legal guardians and the primary carers of looked-after children. There may also be other significant adults in children's lives and other relatives who care for them.

Practitioner Any adult who works with children in a setting.

School Action This is the equivalent of the term Early Years Action, but applies in respect of reception classes in maintained schools, when a class or subject teacher identifies that a pupil has special educational needs and provides interventions that are additional to or different from those provided as part of the school's usual differentiated curriculum or activities.

School Action Plus This is the equivalent of the term Early Years Action Plus, but applies in respect of reception classes in maintained schools, when the class or subject teacher and the SENCO are provided with advice or support from outside specialists, so that interventions other than, or additional to, those provided throughSchool Actioncan be put in place. The SENCO usually takes the lead although day-to-day provision continues to be the responsibility of the class or subject teacher.

Special Educational Needs Co-ordinator (SENCO) The responsibilities of the SENCO include ensuring liaison with parents and other professionals in respect of children with special educational needs, and advising and supporting other practitioners in the setting.

SEN Code of Practice Provides practical advice to local authorities, maintained schools and early years settings on identifying, assessing and making provision for children with special educational needs.

Setting Any out-of-home provider of education and care for children from birth to five, such as childminders, local authority nurseries, nursery or early years centres, children's centres, playgroups, pre-schools, or schools in the independent, private or voluntary sector and maintained schools.

Staffing ratios The number of adults present in relation to the number of children being cared for. The welfare requirements set minimum ratios of adults to children.

Statement of special educational needs Sets out all the child's special needs and the provision required to meet them. The local authority has a duty to arrange the special educational provision specified in part 3 of the statement. This part of the statement is legally binding. In addition, the statement may also set out non-educational needs and the provision that is required to meet them.

Young child The Childcare Act 2006 defines a child as being a young child' from birth until the end of August following his or her fifth birthday.

Appendix 1

Criteria for effective paediatric first aid training

In order to meet the requirements of the EYFS, paediatric first aid courses must be approved by the local authority in whose area the early years provision is located, and must meet the following criteria:

Training is designed for workers caring for children in the absence of their parents2.
The training leading to a certificate or a renewal certificate is a minimum of 12 hours.
The first aid certificate should be renewed every three years.
Resuscitation and other equipment includes baby and junior models, as appropriate.
Training covers appropriate contents of a first aid box for babies and children.
Training should include recording accidents and incidents.
The course covers the following areas:

Planning for first aid emergencies involving babies and children.
Dealing with emergencies involving babies and children.
Resuscitating babies and children.
Recognising and dealing with shock in babies and children.
Recognising and responding appropriately to anaphylactic shock in babies and children.
Recognising and responding appropriately to electric shock in babies and children.
Recognising and responding appropriately to bleeding in babies and children.
Responding appropriately to burns and scalds in babies and children.
Responding appropriately to choking in babies and children.
Responding appropriately to suspected fractures in babies and children.
Responding appropriately to head, neck and back injuries in babies and children.
Recognising and responding appropriately to cases of poisoning in babies and children.
Responding appropriately to foreign bodies in eyes, ears and noses of babies and children.
Responding appropriately to eye injuries in babies and children.
Responding appropriately to bites and stings in babies and children.
Responding appropriately to the effects of extreme heat and cold in babies and children.
Responding appropriately to febrile convulsions in babies and young children.
Recognising and responding appropriately to the emergency needs of babies and children with chronic medical conditions, including epilepsy, asthma, sickle cell anaemia, diabetes.
Recognising and responding appropriately tomeningitis and otherserious suddenillnesses.

2 Training should also take account of any guidance on first aid for schools issued by the Department for Education and Skills, and guidance on standard first aid at work training requirements issued by the Health & Safety Executive.

Appendix 2: Areas of Learning and Development

This section contains detailed information on the six areas of Learning and Development, which should help you to observe, plan and assess your activities with children based on their individual development and needs.

Personal, Social and Emotional Development

Requirements

Children must be provided with experiences and support which will help them to develop a positive sense of themselves and of others; respect for others; social skills; and a positive disposition to learn. Providers must ensure support for children's emotional well-being to help them to know themselves and what they can do.

What Personal, Social and Emotional Development means for children

N For children, being special to someone and well cared for is vital for their physical, social and

emotional health and well-being.

N Being acknowledged and affirmed by important people in their lives leads to children gaining

confidence and inner strength through secure attachments with these people.

N Exploration within close relationships leads to the growth of self-assurance, promoting a sense of

belonging which allows children to explore the world from a secure base.

N Children need adults to set a good example and to give them opportunities for interaction with

others so that they can develop positive ideas about themselves and others.

N Children who are encouraged to feel free to express their ideas and their feelings, such as joy, sadness,

frustration and fear, can develop strategies to cope with new, challenging or stressful situations.

How settings can effectively implement this area of Learning and Development

To give all children the best opportunities for effective development and learning in Personal, Social and Emotional Development practitioners should give particular attention to the following areas.

Positive Relationships

N Form warm, caring attachments with children in the group.

N Establish constructive relationships with parents, with everyone in the setting and with workers from

other agencies.

N Find opportunities to give encouragement to children, with practitioners acting as role models who

value differences and take account of different needs and expectations.

N Plan for opportunities for children to play and learn, sometimes alone and sometimes in groups of

varying sizes.

Enabling Environments

N Ensure that each child has a key person.

N Make sure there is time and space for children to concentrate on activities and experiences and to

develop their own interests.

N Provide positive images that challenge children's thinking and help them to embrace differences in

gender, ethnicity, language, religion, culture, special educational needs and disabilities.

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

and cultural backgrounds.

N Support the development of independence skills, particularly for children who are highly dependent

upon adult support for personal care.

Learning and Development

N Plan activities that promote emotional, moral, spiritual and social development together with

intellectual development.

N Provide experiences that help children to develop autonomy and a disposition to learn.

N Give support and a structured approach to vulnerable children and those with particular behavioural

or communication difficulties to help them achieve successful Personal, Social and Emotional Development.

N Practitioners working in schools will find some further guidance relating to literacy and

mathematics at the end of the EYFS and beyond in the Primary framework for literacy and mathematics www.standards.dfes.gov.uk/primaryframeworks/

Dispositions and Attitudes

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Develop an understanding and

awareness of themselves.

N Learn that they have influence

on and are influenced by others. N Learn that experiences can

be shared.

N How young babies begin to

explore their own movements and the environment in individual ways.

N How babies respond to adults

and children.

N Say or sing made-up rhymes

or songs while stroking or pointing to the babies' hands, feet or cheeks.

N Respond to and build on

babies' expressions, actions, and gestures.

N Find out what babies like and

dislike through talking to their parents.

N Devote uninterrupted time to

babies when you can play with them. Be attentive and fully focused.

N Plan time to share and reflect

with parents on babies' progress and development, ensuring appropriate support is available where parents do not speak or understand English.

8-20 months

N Become aware of themselves

as separate from others.

N Discover more about what they

like and dislike.

N Have a strong exploratory

impulse.

N Explore the environment with

interest.

N Strategies babies use to indicate

likes and dislikes.

N Babies' confidence in exploring

what they can do.

N Babies' play with their own

feet, fingers, and toys placed near them.

N Playfully help babies to

recognise that they are separate and different from others, for example, pointing to own and baby's nose, eyes, fingers.

N Give opportunities for babies to

have choice, where possible. N Follow young babies' lead as

they explore their surroundings,

people and resources.

N Place mirrors where babies can

see their own reflection. Talk to them about what they see.

N Provide choices of different

vegetables and fruit at snack time.

N Allow enough space for babies to move, roll, stretch and explore.

16-26 months

N Learn that they are special

through the responses of adults to individual differences and similarities.

N Develop a curiosity about things

and processes.

N Take pleasure in learning new

skills.

N Instances of young children

celebrating their special skills or qualities.

N Ensure that each child is

recognised as a valuable contributor to the group and celebrate cultural, religious and ethnic experiences.

N Collect stories for, and make

books about, children in the group, showing things they like to do.

N Ensure resources reflect the

diversity of children and adults within and beyond the setting.

22-36 months

N Show their particular

characteristics, preferences and interests.

N Begin to develop self-confidence

and a belief in themselves.

N Any patterns in what children

choose to do or not to do. N The decisions that children

begin to make.

N Recognise that children's

interest may last for short or long periods, and that their interests and preferences vary.

N Discusswithstaffandparents

howeachchildrespondsto activities,adultsandtheirpeers. Buildonthistoplanfutureactivities andexperiencesforeachchild.

Dispositions and Attitudes

Development matters

Look, listen and note

Effective practice

Planning and resourcing

22-36 months

N Value and support the decisions

that children make. Encourage

them when they try new things. N Be aware of cultural differences

in attitudes and expectations.

Continue to share and explain

practice with parents, ensuring

a two-way communication

using interpreter support where

necessary.

N As children differ in their degree

of self-assurance, plan to convey to each child that you appreciate them and their efforts.

N Consult with parents about

children's varying levels of confidence in different situations.

30-50 months

N Seek and delight in new

experiences.

N Have a positive approach to

activities and events.

N Show confidence in linking up

with others for support and guidance.

N Show increasing independence

in selecting and carrying out activities.

N Children's curiosity and drive to

explore things around them. N Situations in which children

show confidence and

independence.

N Children's reactions to and

relationships with peers and adults, particularly those whose company they enjoy.

N Interact with children in support

of their interests and give them

scope to learn from many

things, including their mistakes. N Encourage children to see

adults as a resource and as

partners in their learning.

N Support children in developing

positive relationships by challenging negative or detrimental comments and actions towards either peers or adults.

N Teach children to use and care

for materials, and then trust them to do so independently.

N Vary activities so that children ar

introduced to different materials. N Plan activities that require

collaboration.

N Make materials easily accessibl

to all children, to ensure everybody can make choices.

e e

40-60+ months

Early learning goals

N Display high levels of

involvement in activities.

N Persist for extended periods

of time at an activity of their choosing.

NContinue to be interested,

excited and motivated to learn.

N The activities which absorb and

interest individual children.

N Reactions to new activities and

experiences, understanding that for some children such experiences can be both exciting and worrying.

N Give children opportunities

to complete activities to their satisfaction.

N Encourage children to explore

and talk about what they are learning, valuing their ideas and ways of doing things.

N Give time for children to

pursue their learning without interruption, and to return to activities.

N Provide experiences and

activities that are challenging but achievable.

Dispositions and Attitudes

Development matters Look, listen and note Effective practice Planning and resourcing

NBe confident to try new NChildren's attentiveness to NExplain why it is important to NPlan regular short periods activities, initiate ideas and others, such as at group time, pay attention when others when individuals listen to speak in a familiar group. when a child is telling the others are speaking. Give children others, such as singing a short N Maintain attention, about something they have opportunities both to speak song, sharing an experience or

40-60+

concentrate, and sit quietly done at home, for example and to listen, ensuring that describing something they months

when appropriate. helping to bath the baby. the needs of children learning have seen or done.

Early English as an additional

learning language are met, so that they

goals can participate fully.

Self-confidence and Self-esteem

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Seek to be looked at and

approved of.

N Find comfort in touch and in the

human face.

N Thrive when their emotional

needs are met.

N Gain physical, psychological

and emotional comfort from snuggling in'.

N How young babies respond to

attention, such as making eye contact or vocalising.

N Young babies' body language

when their needs have been met. N The circumstances in which

babies will play by themselves,

when people are nearby to

watch over them.

N The people babies like to be with.

N Recognise that young babies

will find comfort from snuggling in' with a variety of objects

and people.

N Talk to a young baby when you

cannot give them your direct attention, so that they are aware of your interest and your presence nearby.

N Provide a sofa or comfy chair so

that parents, practitioners and

young babies can sit together. N Have special toys for babies to

hold while you are preparing

their food, or gathering

materials for a nappy change. N Plan to have times when babies

and older siblings or friends can

be together.

N Ensure that babies feel safe and

loved even when they are not the centre of adult attention.

8-20 months

N Feel safe and secure within

healthy relationships with key people.

N Sustain healthy emotional

attachments through familiar, trusting, safe and secure relationships.

N Express their feelings within

warm, mutual, affirmative relationships.

N The sounds, words and actions

that babies use to show feelings such as pleasure, excitement, frustration or anger.

N Establish shared

understandings between home and setting about ways of responding to babies' emotions.

N Have resources including

picture books and stories that focus on a range of emotions, such as I am happy'.

16-26 months

N Make choices that involve

challenge, when adults ensure their safety.

N Explore from the security of a

close relationship with a caring and responsive adult.

N Develop confidence in own

abilities.

N The challenges that children set

themselves such as climbing on to a big chair and turning to sit down.

N How children grow in confidence

as they adapt to a setting.

N Be aware of and alert to possible

dangers, while recognising the importance of encouraging young children's sense of exploration and mastery.

N Involve all children in welcoming

and caring for one another.

N Consider ways in which you

provide for children with disabilities to make choices, and express preferences about their carers and activities.

N Display photographs of carers,

so that when young children arrive, their parents can show them who will be there to take care of them.

Self-confidence and Self-esteem

Development matters

Look, listen and note

Effective practice

Planning and resourcing

22-36 months

N Begin to be assertive and self-

assured when others have realistic expectations of their competence.

N Begin to recognise danger and

know who to turn to for help. N Feel pride in their own

achievements.

N Children's ability to value what

they do themselves and what others do.

N How children show their

enthusiasm for things they like, or their anxiety about things that concern them.

N Describe what different children

tried to do, or achieved, emphasising that effort is worthwhile.

N Support children's symbolic play, recognising that pretending to

do something can help a child to express their feelings.

N Record individual achievements

which reflect significant progress for every child: one may have stepped on the slide, another may be starting to play readily with others.

N Seek and exchange information

with parents about young children's concerns, so that they can be reassured if they feel uncertain.

30-50 months

N Show increasing confidence in

new situations.

N Talk freely about their home

and community.

N Take pleasure in gaining more

complex skills.

N Have a sense of personal

identity.

N Instances of children's

confidence and how they express their needs.

N Children's ability to talk about,

and take pride in, their homes and communities.

N Ensure that key practitioners

offer extra support to children in new situations.

N Create positive relationships

with parents by listening to them and offering information and support.

N Encourage children to talk about their own home and community life, and to find

out about other children's experiences. Ensure that children learning English as

an additional language have opportunities to express themselves in their home language some of the time.

N Anticipate the best from each

child, and be alert for evidence of their strengths.

N Plan extra time for helping

children in transition, such as when they move from one setting to another or between different groups in the same setting.

N Provide role-play areas with a

variety of resources reflecting diversity.

Self-confidence and Self-esteem

Development matters

Look, listen and note

Effective practice

Planning and resourcing

40-60+ months

Early learning goals

N Express needs and feelings in

appropriate ways.

N Have an awareness and pride

in self as having own identity and abilities.

NRespond to significant

experiences, showing a range

of feelings when appropriate. NHave a developing awareness

of their own needs, views and

feelings, and be sensitive to

the needs, views and feelings

of others.

NHave a developing respect for

their own cultures and beliefs and those of other people.

N The different ways children

find to express their feelings, such as, "We are going to the tree house because the scary monsters are after us".

N Children's pleasure in who they

are and what they can do.

N How children show their own

feelings and are sensitive to the needs, views and feelings of others.

N Children's awareness and

appreciation of their own cultures and beliefs and those of other people.

N Invite people from a range of

cultural backgrounds to talk about aspects of their lives or the things they do in their work, such as a volunteer who helps people become familiar with the local area.

N Support children's growing

ability to express a wide range of feelings orally, and talk about their own experiences.

N Encourage children to share

their feelings and talk about why they respond to experiences in particular ways.

N Explain carefully why some

children may need extra help

or support for some things, or why some children feel upset by a particular thing. This

helps children to understand that when it is required their individual needs will be met.

N Help children and parents to

see the ways in which their cultures and beliefs are similar, encouraging them to contribute to the curriculum by sharing and discussing practices, resources, celebrations and experiences.

N Make a display with the

children, showing all the people who make up the community' of the setting.

N Plan circle times when children

can have an opportunity to talk about their feelings and support them by providing props, such as a sad puppet, that can be used to show how they feel.

N Keep a diary with children, and

refer to it from time to time to

help them recall when they

were happy, when they were

excited, or when they felt lonely. N Collect information that helps

children to understand why

people do things differently

from each other, and

encourage children to talk

about these differences.

N Share stories that reflect

the diversity of children's experiences.

Making Relationships

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Enjoy the company of others

and are sociable from birth.

N Depend on close attachments

with a special person within their setting.

N Learn by interacting with others.

N The sounds and facial

expressions young babies make in response to affectionate attention from their parent or key person.

N Ways in which young babies

respond to, or mimic, their key person's facial expressions or movements.

N Ensure that the key person is

available to greet a young baby at the beginning of the session, and to hand them over to parents at the end of a session, so that the young baby is supported appropriatelyandcommunication with parents is maintained.

N Engage in playful interactions

that encourage young babies to

respond to, or mimic, adults. N Ensure all staff have detailed

information about the home

language experiences of all

children.

N Repeat greetings at the start

and end of each session, so that young babies recognise and become familiar with these daily rituals.

N Plan to have conversations'

with young babies.

N Share knowledge about

languages with staff and parents and make a poster

or book of greetings in all languages used within the setting and the community.

8-20 months

N Seek to gain attention in a

variety of ways, drawing others into social interaction.

N Use their developing physical

skills to make social contact. N Build relationships with special

people.

N The skills that babies use to

make contact, such as making eye contact, inclining their heads, wiggling their toes, smiling, vocalising or banging.

N Follow the baby's lead by

repeating vocalisations, mirroring movements and showing the baby that you are listening' fully.

N Talk to babies about special

people, such as their family members, for example, grandparents.

N At times of transition (such

as shift changes) make sure staff greet and say goodbye to babies and their carers. This helps to develop secure and trusting three-way relationships.

16-26 months

N Look to others for responses

which confirm, contribute to, or challenge their understanding of themselves.

N Can be caring towards each

other.

N How children look to others to

check the acceptability of their actions.

N The different ways in which

young children show their concern for other children.

N Give your full attention when

young children look to you for a response.

N Help young children to label

emotions such as sadness, or happiness, by talking to them about their own feelings and those of others.

N Regularly evaluate the way you

respond to different children. N Choose books and stories

in which characters show empathy for others.

Making Relationships

Development matters

Look, listen and note

Effective practice

Planning and resourcing

16-26 months

N Provide books which

represent children's diverse backgrounds and which avoid negative stereotypes. Make photographic books about the children in the setting

and encourage parents to contribute to these.

22-36 months

N Learn social skills, and enjoy

being with and talking to adults and other children.

N Seek out others to share

experiences.

N Respond to the feelings and

wishes of others.

N The strategies that children use

to join in play with individual children or groups of children.

N Ensure that children have opportunities to join in.

Help them to recognise and understand the rules for being together with others, such as waiting for a turn.

N Create areas in which children

can sit and chat with friends, such as a snug den.

30-50 months

N Feel safe and secure, and show

a sense of trust.

N Form friendships with other

children.

N Demonstrate flexibility and

adapt their behaviour to different events, social situations and changes in routine.

N Ways in which children show

that they feel safe and cared for. N Children who like to be with

others, and those who need

support to join in.

N Children's strategies for coping

with change.

N Establishroutineswithpredictable

sequencesandevents.

N Encourage children to choose

to play with a variety of friends, so that everybody in the group experiences being included.

N Prepare children for changes that may occur in the routine.

N Provide stability in staffing and in grouping of the children.

N Provide time, space and

materials for children to collaborate with one another in different ways, for example, building constructions.

N Provide a role-play area

resourced with materials reflecting children's family lives and communities.

40-60+ months

N Value and contribute to own

well-being and self-control.

N Children's acceptance that they

may need to wait for something, or to share things.

N Children's relationships with

other children and with adults.

N Support children in linking

openly and confidently with others, for example, to seek help or check information.

N Provide activities that involve

turn-taking and sharing.

N Involve children in agreeing

codes of behaviour and taking responsibility for implementing them.

Making Relationships

Development matters Look, listen and note Effective practice Planning and resourcing

NForm good relationships with NEnsure that children and adults

adults and peers. make opportunities to listen to NWork as part of a group each other and explain their

or class, taking turns and actions.

40-60+

sharing fairly, understanding NBe aware of and respond to months

that there needs to be particular needs of children Early agreed values and codes who are learning English as an learning of behaviour for groups of additional language.

goals people, including adults and

children, to work together

harmoniously.

Behaviour and Self-control

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Are usually soothed by warm

and consistent responses from familiar adults.

N Begin to adapt to caregiving

routines.

N What soothes individual babies

and helps them to relax.

N Find out as much as you can

from parents about young babies before they join the setting, so that the routines you follow are familiar and comforting.

N Learn lullabies that children

know from home and share

them with others in the setting. N Play gentle music when babies

are tired.

8-20 months

N Respond to a small

number of boundaries, with encouragement and support.

N Babies' responses to being

praised when they do something you ask, such as loosening their grasp on your hair or face.

N Demonstrate clear and

consistent boundaries and reasonable yet challenging expectations.

N Share information with parents

to create consistency between home and setting so that babies learn about boundaries.

16-26 months

N Begin to learn that some

things are theirs, some things are shared, and some things belong to other people.

N Children's awareness of their

own belongings, and those

of others, such as when they show they know which is their comforter, or get another child's toy to give to them when they are upset.

N Reduce incidents of frustration

and conflict by keeping routines flexible so that young children can pursue their interests.

N Duplicate materials and

resources to reduce conflict, for example, two tricycles or two copies of the same book.

22-36 months

N Are aware that some actions

can hurt or harm others.

N Responses to stories in which

someone could be hurt or harmed.

N Help children to understand

their rights to be kept safe by others, and encourage them to talk about ways to avoid harming or hurting others.

N Have agreed procedures

outlining how to respond to

changes in children's behaviour. N Share policies and practice

with parents, ensuring an

accurate two-way exchange

of information through an interpreter or through translated materials, where necessary.

30-50 months

N Begin to accept the needs of

others, with support.

N Show care and concern for

others, for living things and the environment.

N Children's recognition of the

needs of others.

N How children show their care

for others and the environment.

N Share with parents the rationale

of boundaries and expectations to maintain a joint approach.

N Set, explain and maintain clear,

reasonable and consistent limits so that children can play and work feeling safe and secure.

Behaviour and Self-control

Development matters

Look, listen and note

Effective practice

Planning and resourcing

30-50 months

N Demonstrate concern and

respect for others, living things and the environment.

N Collaborate with children in

creating explicit rules for the care of the environment.

40-60+ months

Early learning goals

N Show confidence and the ability

to stand up for own rights.

N Have an awareness of the

boundaries set, and of behavioural expectations in

the setting.

NUnderstand what is right,

what is wrong, and why. NConsider the consequences

of their words and actions for themselves and others.

N Children's understanding of

boundaries and behavioural expectations.

N Children's increasing

understanding of acceptable behaviour for themselves and others.

N Children's ideas and

explanations about what is right and wrong.

N Children's awareness of the

consequences of their words and actions.

N Be alert to injustices and let

children see that they are addressed and resolved.

N Ensure that children have

opportunities to identify and discuss boundaries, so that they understand why they are there and what they are intended to achieve.

N Help children's understanding

of what is right and wrong by explaining why it is wrong to hurt somebody, or why it is acceptable to take a second piece of fruit after everybody else has had some.

N Involve children in identifying

issues and finding solutions.

N Make time to listen to children

respectfully when they raise injustices, and involve them in finding a best fit' solution.

N Provide books with stories

about characters that follow or break rules, and the effects of their behaviour on others.

N Affirm and praise positive

behaviour, explaining that it makes children and adults feel happier.

N Encourage children to think

about issues from the viewpoint of others.

Self-care

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Anticipate food routines with

interest.

N Express discomfort, hunger

or thirst.

N Young babies' hunger patterns and responses to their food.

N Encourage babies gradually to

share control of food and drink. This provides opportunities for sensory learning and increased independence.

N Plan feeding times which take

account of the individual cultural and feeding needs of young babies in your group.

N There may be considerable

variation in the way parents feed their children at home. Remember that some parents may need interpreter support.

8-20 months

N Begin to indicate own needs,

for example, by pointing.

N May like to use a comfort object.

N Howbabiesshowwhattheywant.

N Talk to parents about how their

baby communicates needs. Ensure that parents and carers who speak languages other than English are able to share their views.

N Keep toys and comforters in

areas that are easy for babies to locate.

16-26 months

N Show a desire to help with

dress and hygiene routines. N Communicate preferences.

N The efforts young children make

to take off their own clothes.

N Children's choices.

N Praise effort such as when a

young child offers their arm to put in a coat sleeve.

N Be aware of differences in

cultural attitudes to children's developing independence.

N Ensure that there is time for

young children to complete a self-chosen task, such as trying to put on their own shoes.

22-36 months

N Seek to do things for

themselves, knowing that

an adult is close by, ready to

support and help if needed. N Become more aware that

choices have consequences. N Take pleasure in personal

hygiene including toileting.

N Examples of independence, for

example, a child playing happily with building blocks, or putting their cup back on a table.

N Whatchildrenchoosetodowhen

presentedwithseveraloptions.

N Support children's growing

independence as they do things for themselves, such as pulling up their pants after toileting, recognising differing parental expectations.

N Allow children to pour their own

drinks, serve their own food, choose a story, hold a puppet or water a plant.

N Choose some stories that

highlight the consequences

of choices.

N Provide pictures or objects

representing options to support children in making and expressing choices.

Self-care

	Development matters	Look, listen and note	Effective practice	Planning and resourcing
22-36 months			N Talk to children about choices they have made, and help them understand that this may mean that they cannot do something else. Enlist support to ensure children learning English as an additional language can express preferences.
30-50 months	N Show willingness to tackle problems and enjoy self-chosen challenges. N Demonstrate a sense of pride in own achievement. N Take initiatives and manage developmentally appropriate tasks.	N Instances of children celebrating their achievements. N How children use their own ideas to develop play.	N Give children time to try before intervening to support and guide them. N Create an atmosphere where achievement is valued. N Encourage children to solve problems, and support them by clarifying the problem with them.	N Plan opportunities for children to take the initiative in their learning. N Provide means for children to keep track of, and share, their achievements. N Build on children's ideas to plan new experiences that present challenges.
40-60+ months Early learning goals	N Operate independently within the environment and show confidence in linking up with others for support and guidance. N Appreciate the need for hygiene. NDress and undress independently and manage their own personal hygiene. NSelect and use activities and resources independently.	N How children set about a chosen activity or task, and the success they achieve. N Children's recognition and management of their own needs, for example, that they need to put on a waterproof coat to go out in the rain.	N Give children opportunities to be responsible for setting up, and clearing away, some activities. N Praise children's efforts to manage their personal needs, and to use and return resources appropriately.	N Provide opportunities for self-chosen activities, and for choices within adult-initiated activities.

Sense of Community

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Respond to differences in their

environment, for example,

showing excitement or interest. N Learn that special people are a

source of sustenance, comfort

and support.

N How young babies show their

pleasure or interest in different situations.

N Talk to babies about the different

people and places they know. N Tell a young baby what you

think they like about another

person, for example, "Here is

your brother, Matty. You like

him because he tickles you,

don't you?".

N Provide a variety of cosy places

with open views for babies to see people and things beyond the baby room.

N Invite parents to share food and

customs from their own cultures, including British cultures.

8-20 months

N Learn that their voice and

actions have effects on others.

N Babies'responseswhen

theyknowyouhaveheard' them,andthepersonalsigns, wordsorgesturestheyuseto communicate.

N Respond to what babies show

you they are interested in and want to do, by providing a variety of activities, stories and games.

N Plan opportunities for talking

together in quiet places both indoors and outdoors.

N Work with staff, parents and

children to promote an anti- discriminatory and anti-bias approach to care and education.

16-26 months

N Learn that they have similarities

and differences that connect them to, and distinguish them from, others.

N Young children's interest in

similarities and differences, for example, their footwear, or patterns on their clothes and in physical appearance including hair texture and skin colour.

N Help children to learn each

other's names, for example, through songs and rhymes.

N Be positive about differences and supportchildren'sacceptance

of difference. Be aware that negativeattitudestowards difference are learned from examples the children witness.

N Display pictures of groups of

young children, showing what they look like, and the things they like to do, eat, or play with. Provide positive images of all children including those with diverse physical characteristics, including disabilities.

N Supportchildren'sunderstanding

of difference and of empathy by using props such as Persona dolls to tell stories about diverse experiences,ensuringthat negative stereotyping is avoided.

Sense of Community

Development matters

Look, listen and note

Effective practice

Planning and resourcing

22-36 months

N Show a strong sense of self

as a member of different communities, such as their family or setting.

N Show affection and concern for

special people.

N Children's references to groups,

people and places in the different communities of which they are members.

N Talk to children about their

friends, their families, and why they are important.

N Share photographs of children's

families, friends, pets or favourite people.

30-50 months

N Make connections between

different parts of their life experience.

N Instances of children drawing

upon their experiences beyond the setting, for example recognising that the lunchtime helper is somebody who lives near to them.

N Encourage children to develop

positive relationships with community members, such as firefighters who visit the setting.

N Provide activities and

opportunities for children

to share experiences and knowledge from different parts of their lives with each other.

40-60+ months

Early learning goals

N Have an awareness of, and an

interest in, cultural and religious differences.

N Have a positive self-image, and

show that they are comfortable with themselves.

N Enjoy joining in with family

customs and routines. NUnderstand that people

have different needs, views,

cultures and beliefs, that need

to be treated with respect. NUnderstand that they can

expect others to treat their

needs, views, cultures and

beliefs with respect.

N Children's interest in and

respect for different ways of life. N Children's recognition and

appreciation of their place in the

world and extended family, and

among friends and neighbours.

N Strengthen the positive

impressions children have of

their own cultures and faiths,

and those of others, by sharing

and celebrating a range of

practices and special events. N Encourage children to talk with

each other about similarities

and differences in their

experiences, and the reasons

for these, supported by props

for telling stories, reflecting

experiences of children who

are both like them and different

from them.

N Develop strategies to combat

negative bias and, where necessary, support children and adults to unlearn discriminatory attitudes.

N Give children opportunities

to be curious, enthusiastic, engaged and tranquil, so developing a sense of inner-self and peace.

N Ensure that all children are

given support to participate in

discussions and to be listened to. N Provide additional resources

including interpreter support for

children learning English as an

additional language.

Communication, Language and Literacy

Requirements

Children's learning and competence in communicating, speaking and listening, being read to and beginning to read and write must be supported and extended. They must be provided with opportunity and encouragement to use their skills in a range of situations and for a range of purposes, and be supported in developing the confidence and disposition to do so.

What Communication, Language and Literacy means for children

N Communicating and being with others helps children to build social relationships which provide

opportunities for friendship, empathy and sharing emotions. The ability to communicate helps children to participate more fully in society.

N To become skilful communicators, babies and children need to be with people who have meaning

for them and with whom they have warm and loving relationships, such as their family or carers and, in a group situation, a key person whom they know and trust.

N Babies respond differently to different sounds and from an early age are able to distinguish sound

patterns. They learn to talk by being talked to.

N Babies and children use their voices to make contact and to let people know what they need and

how they feel, establishing their own identities and personalities.

N Parents and immediate family members most easily understand their babies' and children's

communications and can often interpret for others.

N All children learn best through activities and experiences that engage all the senses. For example,

music, dance, rhymes and songs play a key role in language development.

N As children develop speaking and listening skills they build the foundations for literacy, for making

sense of visual and verbal signs and ultimately for reading and writing. Children need lots of opportunities to interact with others as they develop these skills, and to use a wide variety of resources for expressing their understanding, including mark making, drawing, modelling, reading and writing.

How settings can effectively implement this area of Learning and Development

To give all children the best opportunities for effective development and learning in Communication, Language and Literacy practitioners should give particular attention to the following areas.

Positive Relationships

N Help children to communicate thoughts, ideas and feelings and build-up relationships with adults

and each other.

N Give daily opportunities to share and enjoy a wide range of fiction and non-fiction books, rhymes,

music, songs, poetry and stories.

The Early Years Foundation Stage 00012-2007BKT-EN

N Allow children to see adults reading and writing and encourage children to experiment with writing

for themselves through making marks, personal writing symbols and conventional script.

N Identify and respond to any particular difficulties in children's language development at an early stage.

Enabling Environments

N Plan an environment that is rich in signs, symbols, notices, numbers, words, rhymes, books,

pictures, music and songs that take into account children's different interests, understandings, home backgrounds and cultures.

N Allow plenty of time for children to browse and share these resources with adults and other children. N For 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.

N Provide time and relaxed opportunities for children to develop spoken language through sustained

conversations between children and adults, both one-to-one and in small groups and between the children themselves. Allow children time to initiate conversations, respect their thinking time and silences and help them develop the interaction.

N Show particular awareness of, and sensitivity to, the needs of children learning English as an

additional language, using their home language when appropriate and ensuring close teamwork between practitioners, parents and bilingual workers so that the children's developing use of English and other languages support each other.

Learning and Development

N Link language with physical movement in action songs and rhymes, role-play and practical

experiences such as cookery and gardening.

N Show sensitivity to the many different ways that children express themselves non-verbally,

and encourage children to communicate their thoughts, ideas and feelings through a range of expressive forms, such as body movement, art, dance and songs.

N Talk to children and engage them as partners in conversation. Show them how what they say can

be written and read.

N Develop children's phonological awareness, particularly through rhyme and alliteration and their

knowledge of the alphabetic code.

N Develop children's awareness of languages and writing systems other than English, and

communication systems such as signing and Braille.

N Practitioners working in schools will find some further guidance relating to literacy and

mathematics at the end of the EYFS and beyond in the Primary framework for literacy and mathematics www.standards.dfes.gov.uk/primaryframeworks/

Language for Communication

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Communicate in a variety of

ways including crying, gurgling, babbling and squealing.

N Make sounds with their voices

in social interaction.

N Response to your

communication, for example movement, attentiveness to the speaker, and sounds from the home language and English for a child learning more than one language.

N The different ways babies

communicate – such as gurgling when happy.

N Being physically close,

making eye contact, using touch or voice all provide

ideal opportunities for early conversations' between adults and babies, and between one baby and another.

N Find out from parents how they

like to communicate with their baby, noting especially the chosen language.

N Learn and use key words in the

home languages of babies in the setting.

N Share stories, songs and

rhymes from all cultures and in babies' home languages.

N Display photographs showing

the signs that tell us how young babies communicate.

N Provide tapes and tape

recorders so that parents can record familiar, comforting sounds, such as lullabies in home languages. Use these

to help babies settle if they are tired or distressed.

N Share favourite stories as

babies are settling to sleep, or at other quiet times.

8-20 months

N Take pleasure in making and

listening to a wide variety of sounds.

N Create personal words as they begin to develop language.

N The sounds babies enjoy

making and listening to.

N The signs or words babies

use, noting any words in home

languages, to communicate

what they want, like or dislike. N Babies' developing vocabulary

in their mother tongue, as well

as English, noting which words

are in English and which are

in the home language. Note

in which circumstances the different languages are used.

N Try to tune in' to the different

messages young babies are attempting to convey.

N Find out from parents greetings

used in English and in languages other than English; encourage staff, parents and children to become familiar with them.

N Recognise and value the

importance of all languages spoken and written by parents, staff and children.

N Communicate with parents

to exchange and update information about babies' personal words.

N Display lists of words from

different home languages, and invite parents and other adults to contribute. Include languages such as Romany and Creole, since seeing their languages reflected in the setting will encourage all parents to feel involved and valued.

Language for Communication

Development matters

Look, listen and note

Effective practice

Planning and resourcing

16-26 months

N Use single-word and two-word

utterances to convey simple

and more complex messages. N Understand simple sentences.

N The meanings young children

generate in their language through the creative ways in which they use words.

N Young children's use of their

first language, with peers and adults, and how children with several languages may use their home language in some circumstances, perhaps when they are very enthusiastic or excited about something, and English in others.

N Recognise young children's

competence and appreciate their efforts when they show their understanding of new words and phrases.

N Sensitively demonstrate

pronunciation and ordering

of words in response to what children say, rather than correcting them.

N Accept and praise words and

phrases in home languages, saying English alternatives and encouraging their use.

N Plan to talk through and

comment on some activities

to highlight specific vocabulary or language structures, for example, "You've caught

the ball. I've caught the ball. Nasima's caught the ball". This approach is helpful in encouraging all children's developing language skills.

N Allow time to follow young

children's lead and have fun together while talking about actions such as going up, down or jumping.

N Encourage parents whose

children are learning English as an additional language to continue to encourage use of the first language at home.

N Provide books with repetitive

stories and phrases to read aloud to children to support specific vocabulary or language structures.

22-36 months

N Learn new words very rapidly

and are able to use them in communicating about matters which interest them.

N How children begin to use words

to question and negotiate.

N Features of adult/child

interaction, remembering these are culturally determined, and that conventions for interaction vary, both within and across speech communities.

N Display pictures and

photographs showing familiar

events, objects and activities and

talk about them with the children. N Provide activities which help

children to learn to distinguish

differences in sounds, word

patterns and rhythms.

Language for Communication

Development matters

Look, listen and note

Effective practice

Planning and resourcing

22-36 months

N Talk about things which interest

young children and listen

and respond to their ideas

and questions. For children learning English as an additiona language, value non-verbal communications and those offered in home languages. Respond by adding to words, gesture, objects and other visual cues to support two-way understanding.

30-50 months

N Use simple statements and

questions often linked to gestures.

N Use intonation, rhythm and

phrasing to make their meaning clear to others.

N Join in with repeated refrains

and anticipate key events and

phrases in rhymes and stories. N Listen to stories with increasing

attention and recall.

N Describe main story settings,

events and principal characters. N Listen to others in one-to-

one or small groups when

conversation interests them. N Respond to simple instructions. N Question why things happen

and give explanations.

N Use vocabulary focused on

objects and people that are of particular importance to them.

N The gestures and body language children use.

N Children's responses to stories

and information books you read with them.

N How children act out rhymes

and stories.

N Instances of children recalling

and recounting their own experiences and sharing them with others.

N How children take account of

what others say during one-to- one conversations.

N Children's understanding of

instructions and the questions they ask.

N The range and variety of words

that children use.

N Talk with children to make

links between their gestures and words, for example, "Your face does look cross. Has something upset you?".

N Support children in using a

variety of communication strategies, including signing, where appropriate.

N Listen to children and take

account of what they say in your responses to them.

N Choose stories with repeated

refrains, dances and action songs involving looking and pointing, and songs that require replies and turn-taking such as Tommy Thumb'.

N Encourage children to express

their needs and feelings in words. N Provide opportunities for

children whose home language

is other than English, to use

that language.

N Find out from parents how

children make themselves

understood at home; confirm

which is their preferred language. N Set up a listening area where

children can enjoy rhymes

and stories.

N Introduce rhyme time' bags

containing books to take home and involve parents in rhymes and singing games. Ask parents to record regional variations

of songs and rhymes in other languages.

Language for Communication

Development matters

Look, listen and note

Effective practice

Planning and resourcing

30-50 months

N Begin to experiment with

language describing possession. N Build up vocabulary that

reflects the breadth of their

experiences.

N Begin to use more complex

sentences.

N Use a widening range of words

to express or elaborate on ideas.

N How children are beginning to

develop and expand on what

they say, for example, "Come

in, it's time for dinner. You'll get

hungry if you stay out there". N Children's developing use of

a preferred language and whether this has changed since, for example, attending the current setting.

N Share rhymes, books and stories

from many cultures, sometimes using languages other than English, particularly where children are learning English as an additional language.

N Give children clear directions

and help them to deal with those involving more than one action, for example, "Put the cars away, please, then come and wash your hands and get ready for lunch".

N When introducing a new

activity, use mime and

gesture to support language development. Showing children a photograph of an activity such as handwashing helps to reinforce understanding.

N Provide practical experiences

that encourage children to ask and respond to questions, for example, explaining pulleys or wet and dry sand.

N Introduce new words in the

context of play and activities. N Show interest in the words

children use to communicate

and describe their experiences. N Help children expand on what

they say, introducing and

reinforcing the use of more

complex sentences.

N Introduce, alongside books,

story props, such as pictures, puppets and objects, to encourage children to retell stories and to think about how the characters feel.

N Help children to build their

vocabulary by extending the range of their experiences.

N Ensure that all practitioners use

correct grammar.

Language for Communication

Development matters

Look, listen and note

Effective practice

Planning and resourcing

40-60+ months

Early learning goals

N Have confidence to speak to

others about their own wants and interests.

N Use talk to gain attention and

sometimes use action rather than talk to demonstrate or explain to others.

N Initiate conversation, attend

to and take account of what others say.

N Extend vocabulary, especially

by grouping and naming.

N Use vocabulary and forms of

speech that are increasingly influenced by their experience of books.

N Link statements and stick to a

main theme or intention.

N Consistently develop a simple

story, explanation or line of questioning.

N Use language for an increasing

range of purposes.

N Use simple grammatical

structures.

NInteract with others,

negotiating plans and activities and taking turns in conversation.

NEnjoy listening to and using

spoken and written language, and readily turn to it in their play and learning.

N Children's readiness to engage

in conversation.

N Children's awareness of

conventions, such as taking turns to talk.

N How children link statements

to develop stories and explanations.

N The purposes for which

children use talk, for example, to gain attention or to resolve disagreements.

N How children concentrate

on what others say and their responses to what they have heard.

N Rhymes and songs children

know by heart.

N Children's made-up songs.

N Children's growing vocabulary. N The occasions when children

speak clearly and confidently and show awareness of the listener.

N Encourageconversation

with others and demonstrate appropriateconventions:turn- taking, waiting until someone else has finished, listening to others and using expressions such as "please", "thank you" and "can I?". At the same time, respond sensitively to social conventions used at home.

N Show children how to use

language for negotiating, by saying "May I?", "Would it

be all right?", "I think that" and "Will you?" in your interactions with them.

N Model language appropriate

for different audiences, for example, a visitor.

N Encourage children to predict possible endings to stories

and events.

N Encourage children to

experiment with words and sounds, for example, in nonsense rhymes.

N Give time for children to

initiate discussions from

shared experiences and have

conversations with each other. N Give thinking time for children

to decide what they want to say

and how they will say it.

N Set up collaborative tasks, for

example,construction,food

activities or story-making through

role-play. Help children to talk

about and plan how they will

begin, what parts each will play

and what materials they will need. N Provide opportunities for talking

for a wide range of purposes,

for example, to present ideas

to others as descriptions, explanations, instructions or justifications, and to discuss and plan individual or shared activities.

N Foster children's enjoyment of

spoken and written language

by providing interesting and

stimulating play opportunities. N Provide word banks and writing

resources for both indoor and

outdoor play.

N Resource role-play areas with

listening and writing equipment and provide easy access to word banks.

Language for Communication

Development matters

Look, listen and note

Effective practice

Planning and resourcing

40-60+ months

Early learning goals

NSustain attentive listening,

responding to what they have heard with relevant comments, questions or actions.

NListen with enjoyment, and

respond to stories, songs and other music, rhymes and poems and make up their own stories, songs, rhymes and poems.

NExtend their vocabulary,

exploring the meanings and

sounds of new words. NSpeak clearly and audibly

with confidence and control

and show awareness of the

listener.

N Encourage children to sort,

group and sequence events in their play, using words such as: first, last, next, before, after, all, most, some, each, every.

N Encourage language play, for

example, through stories such as Goldilocks and the Three Bears' and action songs that require intonation.

N Value children's contributions

and use them to inform

and shape the direction of discussions.

N Provide opportunities for

children to participate in meaningful speaking and listening activities. For example, taking models that they have made to show children in another class and explaining how they were made.

Language for Thinking

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Are intrigued by novelty and

events and actions around them.

N How babies listen to,

concentrate on or gaze intently at things that catch their interest.

N Interpret and give meaning to

the things young babies show interest in.

N Provide resources that stimulate

babies' interests such as a shiny bell, a book or a mirror.

8-20 months

N Understand simple meanings

conveyed in speech.

N Respond to the different things

said to them when in a familiar context with a special person.

N The ways in which babies show

you they have understood.

N Talk to babies about what

you are doing, so they will link words with actions, for example, preparing lunch.

N Create an environment which

invites responses from babies and adults, for example, touching, smiling, smelling, feeling, listening, exploring, describing and sharing.

16-26 months

N Are able to respond to simple

requests and grasp meaning from context.

N The ways in which young

children respond to adults and other children and the circumstances in which this takes place.

N Be aware that young children's

understanding is much greater than their ability to express their thoughts and ideas.

N Plan play activities and provide

resources which encourage young children to engage in symbolic play, for example, putting a baby' to bed and talking to it appropriately.

22-36 months

N Use action, sometimes with

limited talk, that is largely concerned with the here and now'.

N Use language as a powerful

means of widening contacts, sharing feelings, experiences and thoughts.

N Situations where children

use actions and some talk to support and think about what they are doing.

N Howchildrenshowwhatthey

understand,bywhattheydo andsay,forexample,actions, questions,newwordsandthe rhythmsandintonationstheyuse.

N Use talk to describe what

children are doing by providing a running commentary: "Oh, I can see what you are doing, you have to put the milk in the cup first".

N Provide opportunities for children

to talk with other children and adults about what they see, hear, think and feel.

N Encourage children to learn

one another's names and to pronounce them correctly. Ensure all staff can pronounce the names of children, parents and other staff members.

N Includethingswhichexciteyoung

children'scuriosity,suchashats, bubbles,shells,storybooks, seedsandsnails.

N Provideactivities,suchascooking,

wheretalkisusedtoanticipateor initiatewhatchildrenwillbedoing, forexample,"Weneedsome eggs.Let'sseeifwecanfind someinhere".

N Plan to encourage correct use

of language by telling repetitive stories, and playing games which involve repetition of words or phrases.

Language for Thinking

Development matters

Look, listen and note

Effective practice

Planning and resourcing

30-50 months

N Talkactivitiesthrough,reflecting

onandmodifyingwhatthey aredoing.

N Use talk to give new meanings

to objects and actions, treating

them as symbols for other things. N Use talk to connect ideas, explain

what is happening and anticipate

what might happen next.

N Use talk, actions and objects

to recall and relive past experiences.

N How children use talk to think

through and revise what

they are doing. For example,

following a farm visit, Fiona

talks as she rearranges toy

farm animals, "Put baby sheep

here oh no no mummy

that sheep has lost its mum". N How children use talk to connect

ideas and explain things.

N Prompt children's thinking and

discussion through involvement in their play.

N Talk to children about what they

have been doing and help them to reflect upon and explain events, for example, "You told me this model was going to be a tractor. What's this lever for?".

N Set up shared experiences

that children can reflect upon,

for example, visits, cooking, or

stories that can be re-enacted. N Help children to predict and

order events coherently, by

providing props and materials

that encourage children to

re-enact, using talk and action.

40-60+ months

Early learning goals

N Begin to use talk instead of action to rehearse, reorder

and reflect on past experience, linking significant events from own experience and from stories, paying attention to how events lead into one another.

N Begin to make patterns in their

experience through linking cause and effect, sequencing, ordering and grouping.

N Begin to use talk to pretend

imaginary situations.

NUse language to imagine

and recreate roles and experiences.

NUse talk to organise,

sequence and clarify thinking, ideas, feelings and events.

N How children use talk to reflect

upon, clarify, sequence and

think about present and past

experiences, ideas and feelings. N How children link one thing

to another to explain and anticipate things. For example, "We won't play out today because it's too windy you might get blown away".

N Ways in which children use

language in their pretend and imaginary play.

N For children speaking

languages other than English, note which language is dominant, as well as their use of gesture and intonation to convey meaning.

N Ask children to think in advance

about how they will accomplish

a task. Talk through and

sequence the stages together. N Usestoriesfrombookstofocus

children'sattentiononpredictions

andexplanations,forexample,

"Whydidtheboattipover?".

N Help children to identify

patterns, for example, what generally happens to good' and wicked' characters at

the end of stories; to draw conclusions, "The sky has gone dark. It must be going to rain"; to explain effect, "It sank because it was too heavy"; to predict, "It might not grow in there if it is too dark" and to speculate, "What if the bridge falls down?".

N Set up displays that remind

children of what they have experienced, using objects, artefacts, photographs and books.

N Provide for, initiate and join in

imaginative play and role-play, encouraging children to talk about what is happening and to act out the scenarios

in character.

Language for Thinking

Development matters Look, listen and note Effective practice Planning and resourcing

N Take an interest in what and

how children think and not just what they know.

40-60+ months

Linking Sounds and Letters

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Listen to, distinguish and

respond to intonations and the sounds of voices.

N The sounds and signs babies

make.

N Encourage playfulness, turn-

taking and responses, including peek-a-boo and rhymes.

N Plan times when you can sing

with young babies, encouraging them to join in exploration of their fingers and toes.

8-20 months

N Enjoy babbling and increasingly

experiment with using sounds and words to represent objects around them.

N The wide variety of sounds and

words a baby produces.

N Share the fun of discovery

and value babies' attempts at words, for example, by picking up a doll in response to "baba".

N Find out from parents the words

that children use for things which are important to them, such as "dodie" for dummy, remembering to extend this question to home languages. Explain that strong foundations in a home language support the development of English.

16-26 months

N Listen to and enjoy rhythmic

patterns in rhymes and stories.

N Young children's responses to music, rhymes and stories.

N Encourage young children to

explore and imitate sound. Talk about the different sounds they hear, such as a tractor's "chug chug" while sharing a book .

N Collect resources that children

can listen to and learn to distinguish between. These may include noises in the street, and games that involve guessing which object makes a particular sound.

22-36 months

N Distinguish one sound from

another.

N Show interest in play with

sounds, songs and rhymes. N Repeat words or phrases from

familiar stories.

N The words, phrases and sounds

children like to say or sing.

N The languages they understand

and use.

N Encourage repetition, rhythm

and rhyme by using tone and intonation as you tell, recite or sing stories, poems and rhymes from books.

N Use rhymes from a variety of

cultures and ask parents to share their favourites from their home languages.

N Use puppets and other props

to encourage listening and responding when singing a familiar song or reading from a story book.

Linking Sounds and Letters

	Development matters	Look, listen and note	Effective practice	Planning and resourcing
22-36 months			N Be aware of the needs of children learning English as an additional language.
30-50 months	N Enjoy rhyming and rhythmic activities. N Show awareness of rhyme and alliteration. N Recognise rhythm in spoken words.	N The rhymes and rhythms that children enjoy, recite and create in words and music, for example, tapping out the rhythms of their names.	N When singing or saying rhymes, talk about the similarities in the rhyming words. Make up alternative endings and encourage children to supply the last word of the second line, for example, Hickory Dickory boot, The mouse ran down the...'.	N When making up alliterative jingles, draw attention to the similarities in sounds at the beginning of words and emphasise the initial sound, for example, "mmmmummy", "shshshshadow", "K-K-K-K- Katy".
40-60+ months Early learning goals	N Continue a rhyming string. N Hear and say the initial sound in words and know which letters represent some of the sounds. NHear and say sounds in words in the order in which they occur. NLink sounds to letters, naming and sounding the letters of the alphabet. NUse their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words.	N Children's alternative versions of favourite rhymes that draw upon their phonic knowledge. N Children's knowledge of initial sounds at the beginning of words, short vowel sounds within words and endings of words. For example, Ranjit notices the letters in his name whenever he sees them, such as j' at the beginning of jam. N How children link sounds to letters and begin to use this knowledge to write words, for example, "Pz cn I hv a d" (Please can I have a drink).	N Talk to children about the letters that represent the sounds they hear at the beginning of their own names and other familiar words. Incorporate these in games. N Demonstrate writing so that children can see spelling in action. Encourage them to apply their own grapheme- phoneme knowledge to what they read and write. N When children are ready (usually by the age of five) provide systematic regular phonics sessions. These should be multi- sensory in order to capture their interests, sustain motivation and reinforce learning.	N Ensure that role-play areas encourage writing of signs with a real purpose, for example, a pet shop. N Plan fun activities and games that help children create rhyming strings of real and imaginary words, for example, Maddie, daddy, baddie, laddie.

Linking Sounds and Letters

Development matters

Look, listen and note

Effective practice

Planning and resourcing

40-60+ months

N Children's confidence in

blending and segmenting and in using grapheme-phoneme knowledge to read and spell regular consonant-vowel- consonant (CVC) words, including consonant digraphs and long vowels.

N The ways in which children use

their phonic knowledge and the number of grapheme-phoneme correspondences used for reading and writing in a variety of contexts.

N How children read simple words

by sounding out and blending the phonemes all through the word from left to right.

N When practitioners judge that children are ready to begin

a programme of systematic phonic work they should

refer to the guidance on the EYFS CD-ROM, which can be found in areas of Learning and Development: Communication, Language and Literacy: Early Reading. This will support practitioners working in the EYFS and beyond to start teaching the phonic knowledge and skills children need to be able to recognise words and read them with fluency by the end of KS1. Practitioners need to make principled professional judgements as to when individual children are ready

to start such work. For most children this will be by the age of five.

Reading

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Listen to familiar sounds, words, or finger plays.

N Responses that tell you a young

baby is listening.

N Use finger play, rhymes and

familiar songs from home to support young babies' enjoyment.

N Collect a range of board books,

cloth books and stories to share with young babies.

8-20 months

N Respond to words and

interactive rhymes, such as Clap Hands'.

N How babies' responses develop

as they learn to anticipate and join in with finger and word play.

N Tell, as well as read, stories,

looking at and interacting with young babies.

N Let children handle books and

draw their attention to pictures.

N Discover from parents the

copying games that their babies enjoy, and use these as the basis for your play.

16-26 months

N Show interest in stories, songs

and rhymes.

N Children's responses to picture

books and stories you read with them.

N Use different voices to tell

stories and encourage young children to join in wherever possible.

N Provide CDs and tapes of

rhymes, stories, sounds and spoken words.

22-36 months

N Have some favourite stories,

rhymes, songs, poems or jingles.

N Children's favourite stories,

rhymes, songs, poems or jingles.

N Find opportunities to tell and

read stories to children, using puppets, soft toys, or real objects as props.

N Provide stories, pictures and

puppets which allow children to experience and talk about how characters feel.

N Provide dual language books

to raise awareness of different scripts. Try to match dual language books to languages spoken by families in the setting. Remember not all languages have written forms and not all families are literate either in English, or in a different home language.

Reading

Development matters

Look, listen and note

Effective practice

Planning and resourcing

30-50 months

N Listen to and join in with stories

and poems, one-to-one and also in small groups.

N Begin to be aware of the way

stories are structured.

N Suggest how the story might end. N Show interest in illustrations and

print in books and print in the environment.

N Handle books carefully.

N Know information can be relayed

in the form of print.

N Hold books the correct way up

and turn pages.

N Understand the concept of

a word.

N The stories and poems children

choose and know how to follow. For example, retelling a story, using words and phrases from a well-known story.

N Children's familiarity with the

way books work. For example, turning the pages and telling the story using the pictures and using phrases such as "Once upon a time".

N Children's references to and

understandingofhowprintworks.

For example, asking what a word

says or what instructions mean. N Children's recognition of their

names, or letters or words, in

scripts other than English.

N Encourage children to use the

stories they hear in their play.

N Discuss with children the

characters in books being read. Encourage them to predict outcomes, to think of alternative endings and to compare plots andthefeelingsofcharacterswith their own experiences.

N Focus on meaningful print such

as a child's name, words on a cereal packet or a book title, in order to discuss similarities and differences between symbols.

N Help children to understand what

a word is by using names and

labels and by pointing out words

in the environment and in books. N Read stories that children

already know, pausing at

intervals to encourage them to

read' the next word.

N Createanattractivebookarea

wherechildrenandadultscanenjoy bookstogether.

N Providesomesimplepoetry,

song,fictionandnon-fiction books.Includebookscontaining photographsofthechildrenthat canbereadbyadultsandthat childrencanbegintoread'by themselves.

N Createanenvironmentrichinprint

wherechildrencanlearnabout words,forexample,usingnames andlabels.

N Introducechildrentobooks

andothermaterialsthatprovide informationorinstructions.Carry outactivitiesusinginstructions, suchasreadingarecipetomake acake.

N Ensure access to stories for all

children by using a range of visual cues and story props.

N Plan to include home language

and bilingual story sessions by involving qualified bilingual adults, as well as enlisting the help of parents.

Reading

Development matters

Look, listen and note

Effective practice

Planning and resourcing

30-50 months

N When practitioners judge that

children are ready to begin a programme of systematic phonic work they should refer to the guidance on the EYFS CD-ROM which can be found in areas

of Learning and Development: Communication, Language and Literacy: Early Reading. This will support practitioners working in the EYFS and beyond to start teaching the phonic knowledge and skills children need to be able to recognise words and read them with fluency by the end of KS1. Practitioners need to make principled professional judgements as to when individual children are ready to start such work. For most children this will be by the age of five.

40-60+ months

Early learning goals

N Enjoy an increasing range of

books.

N Know that information can

be retrieved from books and computers.

NExplore and experiment with

sounds, words and texts. NRetell narratives in the

correct sequence, drawing on

language patterns of stories.

N Children's book choices.

N Children's understanding

about how information is kept in different places and can be retrieved.

N Children's understanding of the

elements of stories, for example, Mehmet refers to the beginning' and end' of a story. He says, "I don't like that ending. I think he should've run away and been happy ever after".

N Create imaginary words

to describe, for example, monsters or other strong characters in stories and poems.

N Discuss and model ways of

finding out information from non-fiction texts.

N Explain to parents the

importance of reading to children, ask about favourite books, and offer book loans.

N Encourage children to add

to their first-hand experience of the world through the use

of books, other texts and information, and information and communication technology (ICT).

N Provide story boards and props

which encourage children to talk about the sequence of events and characters in a story.

Reading

Development matters

Look, listen and note

Effective practice

Planning and resourcing

40-60+ months

Early learning goals

NRead a range of familiar and

common words and simple

sentences independently. NKnow that print carries

meaning and, in English, is

read from left to right and top

to bottom.

NShow an understanding of

the elements of stories, such as main character, sequence of events and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how.

N How children use non-fiction

books.

N The favourite books, songs and

rhymes children turn to, to be re- read and enjoyed.

N The phonic skills children use in

decoding text.

N The strategies that children use

to read.

N The words that children

recognise, such as their name and signs such as open'.

N The confidence with which

children use their developing phonic knowledge.

N Help children to identify the

main events in a story and to enact stories, as the basis for further imaginative play.

N Make story boxes with the

children. Practitioners should maximise the opportunities that these reading activities present to reinforce and apply children's developing phonic knowledge and skills, particularly once they have started a programme of systematic phonic work which will enable children to recognise words and read

them for meaning. For example, demonstrate using phonics as the prime approach to decode words while children can see the text, for example, using big books.

N Encourage children to recall

words they see frequently, such as welcome', their own and friends' names, open' and bus stop'.

N Play word bingo to develop

children's grapheme correspondence, so that they can rapidly decode words.

N Provide story sacks and boxes

for use in the setting and at home.

N Provide varied texts and

encourage children to use their phonics knowledge to recognise words.

N Provide some simple texts

which children can decode to

give them confidence and to

practise their developing skills. N Provide picture books, books

with flaps or hidden words,

books with accompanying CDs

or tapes, and story sacks.

Writing

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Move arms and legs and

increasingly use them to reach for, grasp and manipulate things.

N The random marks young

babies make in food.

N Talkabouttherandommarks

youngbabiesmake,showing themthatyouvaluewhattheydo.

N Provide gloop (cornflour and

water) in small trays so babies can enjoy making marks in it.

8-20 months

N Begin to make marks.

N Babies' interest in marks, for

example, the marks they make when they rub a rusk round the tray of a feeding chair.

N Talk to babies about the

patterns and marks they make.

N Encourage babies to make

marks in paint or with thick crayons.

16-26 months

N Examine the marks they and

others make.

N Marks young children make

when given a crayon, a brush or other tools.

N Discuss with young children

what marks represent.

N Give young children, who are

keen to represent the same experience repeatedly, a range of mark-making materials.

22-36 months

N Distinguish between the different

marks they make.

N What children tell you about the

marks they make.

N Draw attention to marks, signs

and symbols in the environment and talk about what they represent. Ensure this involves recognition of English and other relevant scripts.

N Provide materials which reflect

a cultural spread, so that children see symbols and marks with which they are familiar, for example, Chinese script on a fabric shopping bag.

30-50 months

N Sometimes give meaning to

marks as they draw and paint. N Ascribe meanings to marks that

they see in different places.

N The marks children make and

the meanings that they give to them, such as when a child covers a whole piece of paper and says, "I'm writing".

N Make books with children of

activities they have been doing, using photographs of them as illustrations.

N Write poems and short stories

with children, scribing for them. N Support children in recognising

and writing their own names.

N Provide activities during which

children will experiment with writing, for example, leaving

a message.

N Include opportunities for writing

during role-play and other activities.

Writing

Development matters

Look, listen and note

Effective practice

Planning and resourcing

30-50 months

N Encourage the children to use

their phonic knowledge when writing consonant-vowel- consonant (CVC) words.

40-60+ months

Early learning goals

N Begin to break the flow of

speech into words.

N Use writing as a means of

recording and communicating. NUse their phonic knowledge

to write simple regular words

and make phonetically

plausible attempts at more

complex words.

NAttempt writing for different

purposes, using features of

different forms such as lists,

stories and instructions. NWrite their own names

and other things such

as labels and captions,

and begin to form simple sentences, sometimes using punctuation.

N How children use writing

to record things or to communicate, for example, Marcus writes "Marcus, fz (Faraz) and tm (Tommy)" on a drawing of himself and his two friends playing together.

N Instances of writing for different

purposes such as labelling the

contents on the outside of a box. N How children make use of

phonic knowledge as they

attempt to write words and

simple sentences, for example,

"I went to see fiyuwercs and hat

to pc by the hut" (I went to see

fireworks and had to park by

the hut).

N Act as a scribe for children.

After they say a sentence, repeat the first part of it, say each word as you write, and include some punctuation.

N Encourage children to use their

ability to hear the sounds at the

beginning of words and then in

the order in which they occur

through words in their writing. N Play games that encourage

children to link sounds to letters

and then write the letters and

words.

N Encourage children to re-read

their writing as they write.

N Provide materials and

opportunities for children to use writing in their play, and create purposes for independent and group writing.

N Plan occasions where you can

involve children in organising writing, for example, putting recipe instructions in the right order.

N Provide word banks and other

resources for segmenting and blending to support children to use their phonic knowledge.

Handwriting

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Play with own fingers and toes

and focus on objects around them.

N How young babies fix their gaze

on objects or on their own feet or fists.

N Place young babies where they

can focus on and grasp toys, and wriggle and roll freely.

N Provide a variety of toys that

encourage young babies to reach and grasp, for example, a baby gym.

8-20 months

N Begin to bring together hand

and eye movements to fix on and make contact with objects.

N The movements and sounds

babies make as they explore materials such as musical instruments, paint, dough, glue and the space around them.

N Describe the movements young

babies make as they move round and round, or ride a push-along toy in a straight line.

N Plan a range of activities that

encourage large and fine motor skills, such as throwing and kicking balls, riding push-along toys, feeding the guinea pigs.

16-26 months

N Make random marks with their

fingers and some tools.

N The different ways young

children make marks, for example, in dough or clay.

N Help young children to develop

their manipulative skills by engaging them in activities such as tearing (paper), scribbling, rolling and printing.

N Provide resources for finger-

painting and play with soapy water, to interest young children who are not yet able to hold a brush or felt pen to make marks.

22-36 months

N Begin to show some control

in their use of tools and equipment.

N Ways in which children begin

to develop fine motor skills, for example, the way they use their fingers when trying to do up buttons, pull up a zip, pour a drink or use a watering can.

N Encourage children to handle

and manipulate a variety of media and implements, for example, clay, finger-paint, spoons, brushes and shells.

N Vary the range of tools and

equipment located with familiar activities, for example, put small scoops, rakes or sticks with

the sand.

30-50 months

N Use one-handed tools and

equipment.

N Draw lines and circles using

gross motor movements. N Manipulate objects with

increasing control.

N The way children control

equipment and materials.

N The marks children like to make.

N Provide activities that give children the opportunity

and motivation to practise manipulative skills, for example, cooking and playing instruments.

N Provide opportunities for large

shoulder movements, for example, swirling ribbons in the air, batting balls suspended on rope and painting.

N Encourage children to make

shapes like circles and zig-zags in the air and in their play, for example, with sand and water and brushes.

Handwriting

Development matters Look, listen and note Effective practice Planning and resourcing

N Begin to use anticlockwise N Children's dexterity in using a N Teach children to form letters N Provide a variety of writing

movement and retrace vertical range of tools in their play and correctly, for example, when tools and paper, indoors and lines. writing. they label their paintings. outdoors.

N Begin to form recognisable N Children's formation of N Encourage children to practise N Give children practice in forming 40-60+

letters. recognisable letters. letter shapes as they paint, letters correctly, for example, months

N Use a pencil and hold draw and record, and as they labelling their work, making

it effectively to form write, for example, their names, cards and writing notices.

Early

recognisable letters, most of the names of their friends and NProvide opportunities to write learning

which are correctly formed. family, or captions. meaningfully, for example, by goals

N Continue writing practice in placing notepads by phones or

imaginative contexts, joining having appointment cards in the some letters, if appropriate, for role-play doctor's surgery. example, at, it, on.

Problem Solving, Reasoning and Numeracy

Requirements

Children must be supported in developing their understanding of Problem Solving, Reasoning and Numeracy in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding. They must be provided with opportunities to practise and extend their skills in these areas and to gain confidence and competence in their use.

What Problem Solving, Reasoning and Numeracy means for children

N Babies' and children's mathematical development occurs as they seek patterns, make connections

and recognise relationships through finding out about and working with numbers and counting, with sorting and matching and with shape, space and measures.

N Children use their knowledge and skills in these areas to solve problems, generate new questions

and make connections across other areas of Learning and Development.

How settings can effectively implement this area of Learning and Development

To give all children the best opportunities for effective development and learning in Problem Solving, Reasoning and Numeracy practitioners should give particular attention to the following areas.

Positive Relationships

N Give children sufficient time, space and encouragement to discover and use new words and mathematical ideas, concepts and language during child-initiated activities in their own play.

N Encourage children to explore real-life problems, to make patterns and to count and match together,

for example, ask, "How many spoons do we need for everyone in this group to have one?".

N Support children who use a means of communication other than spoken English to develop and

understand specific mathematical language while valuing knowledge of Problem Solving, Reasoning and Numeracy in the language or communication system that they use at home.

N Value children's own graphic and practical explorations of Problem Solving, Reasoning and Numeracy.

Enabling Environments

N Recognise the mathematical potential of the outdoor environment, for example, for children to

discover things about shape, distance and measures, through their physical activity.

N Exploit the mathematical potential of the indoor environment, for example, enabling children to

discover things about numbers, counting and calculating through practical situations such as finding out how many children are in the music area or how many story books a child has looked at today.

N Ensure that mathematical resources are readily available both indoors and outside.

The Early Years Foundation Stage 00012-2007BKT-EN

Learning and Development

N Develop mathematical understanding through all children's early experiences including through

stories, songs, games and imaginative play.

N Provide a range of activities, some of which focus on mathematical learning and some which

enable mathematical learning to be drawn out, for example, exploring shape, size and pattern during block play.

N Use mathematical terms during play and daily routines.

Numbers as Labels and for Counting

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Respond to people and objects

in their environment.

N Notice changes in groupings of

objects, images or sounds.

N Responses to people and

objects.

N The attention that young babies

give to changes in the quantity of objects or images they see, hear or experience.

N Identify the people, toys and

experiences that babies enjoy. N Talk about the things that

babies notice when they are

in different places such as the

garden, the changing area or

where they have meals.

N Display favourite things in a

lively, bright environment so that a young baby can see them.

N Provide a small group of the

same objects in treasure baskets, as well as single items, for example, two fir cones or three shells.

8-20 months

N Develop an awareness of

number names through their enjoyment of action rhymes and songs that relate to their experience of numbers.

N Enjoy finding their nose, eyes or

tummy as part of naming games.

N Preferences for particular

rhymes and action songs that relate to number.

N The pictures of familiar things,

in books, that babies recognise and point to, such as a ball or a teddy.

N Sing number rhymes as you

dress or change babies, for example, One, Two, Buckle My Shoe'.

N Move with babies to the rhythm

patterns in familiar songs and rhymes.

N Encourage babies to join in

tapping and clapping along to simple rhythms.

N Collect number rhymes which

are repetitive and are related

to children's actions and

experiences, for example, Peter

Hammers with One Hammer'. N Use song and rhymes during

personal routines, for example,

Two Little Eyes to Look

Around', pointing to their eyes,

one by one.

N Collect number and counting

rhymes from a range of cultures and in other languages. This will benefit all children and

will give additional support for children learning English as an additional language.

16-26 months

N Say some counting words

randomly.

N Distinguish between quantities,

recognising that a group of objects is more than one.

N Awareness of number during

play, such as the number words used and when and why they use them.

N How children notice or choose

a larger quantity.

N Use number words in

meaningful contexts, for

example, "Here's your other

mitten. Now we have two". N Talk to young children about

lots' and few' as they play.

N Provide varied opportunities to

explore lots' and few' in play. N Equip the role-play area with

things that can be sorted in

different ways.

N Provide collections of objects

that can be sorted and matched in various ways.

Numbers as Labels and for Counting

Development matters

Look, listen and note

Effective practice

Planning and resourcing

16-26 months

N Gain awareness of one-to-

one correspondence through categorising belongings, starting with mine' or Mummy's'.

N Talk about young children's

choices and, where appropriate, demonstrate how counting helps us to find out how many.

N Give opportunities for children

to practise one-to-one correspondence in real-life situations.

N Talk about the maths in

everyday situations, for example, doing up a coat, one hole for each button.

N Tell parents about all the ways

children learn about numbers in your setting. Have interpreter support or translated materials to support children and families learning English as an additiona language.

N Provide resources that support

children in making one-to-one correspondences, for example, giving each dolly a cup.

22-36 months

N Have some understanding of

1 and 2, especially when the

number is important for them. N Create and experiment with

symbols and marks.

N Use some number language, such as more' and a lot'.

N Recite some number names

in sequence.

N How young children show their

understanding of number labels such as 1, 2, 3.

N The contexts in which young

children use marks and symbols. N Situations that prompt children

to talk about numbers.

N The numbers children recite

spontaneously in their games. N Children matching one thing

with another, for example,

glasses and straws.

N Children putting things in order

of turn'.

N Show children how we use

counting to find out how many'. N Talk about how the symbols

and marks you make stand for

numbers and quantities.

N Ask questions such as "Would

you like one sandwich or two?". N At mealtimes, talk about

portions of food so that children

learn about quantities, such as

enough', more', how many'.

N Introduce number labels to use

outdoors for car number plates, house and bus numbers.

N Create a number rich'

environment in the home play area. Introduce numbers as they are used at home, by having a clock, a telephone and a washing machine.

Numbers as Labels and for Counting

Development matters

Look, listen and note

Effective practice

Planning and resourcing

22-36 months

N Encourage parents of children

learning English as an additiona language to talk in their home language about quantities

and numbers.

N Keep a diary with the children

about their favourite things. Talk about how many like apples, or which of them watches a particular TV programme at home.

30-50 months

N Use some number names

and number language spontaneously.

N Show curiosity about numbers

by offering comments or asking questions.

N Use some number names

accurately in play.

N Sometimes match number and

quantity correctly.

N Recognise groups with one,

two or three objects.

N Children knowing that different

numbers have different names. N Children using the names for

numbers accurately.

N The range of numbers that

children refer to, and why they use certain numbers.

N Children's guesses about

numbers of things and their ability to check them.

N Accuracy in the use of ordinals

(first, second, third and so on). N The strategies that children use

to match number and quantity,

for example, using fingers or

tallying by making marks.

N Use number language, for

example, one', two', three', lots', hundreds', how many?' and count', in a variety of situations.

N Model and encourage use of

mathematical language by, for example, asking questions such as, "How many saucepans will fit on the shelf?".

N Allow children to understand

that one thing can be shared, for example, a pizza.

N Give children a reason to count,

for example, by asking them to select enough wrist bands for three friends to play with the puppets.

N Enable children to note the

missing set', for example, "There are none left" when sharing things out.

N Provide number labels for

children to use, for example,

by putting a number label on

each bike and a corresponding

number on each parking space. N Include counting money and

change in role-play games.

40-60+ months

N Recognise some numerals of

personal significance.

N Count up to three or four

objects by saying one number name for each item.

N Count out up to six objects from

a larger group.

N Count actions or objects that

cannot be moved.

N Begin to count beyond 10.

N The personal numbers that

children refer to, such as their age, house number, telephone number or the number of people in their family.

N Instances of children counting

an irregular arrangement of up to ten objects.

N Encourage estimation, for

example, estimate how many sandwiches to make for the picnic.

N Encourage use of mathematical

language, for example, number names to ten: "Have you got enough to give me three?".

N Provide collections of

interesting things for children to sort, order, count and label in their play.

N Display numerals in purposeful

contexts, for example, a sign showing how many children can play on a number track.

N Use tactile numeral cards made

from sandpaper, velvet or string.

Numbers as Labels and for Counting

Development matters

Look, listen and note

Effective practice

Planning and resourcing

40-60+ months

Early learning goals

N Begin to represent numbers

using fingers, marks on paper or pictures.

N Select the correct numeral

to represent 1 to 5, then 1 to

9 objects.

N Recognise numerals 1 to 5.

N Count an irregular arrangement

of up to ten objects.

N Estimate how many objects

they can see and check by counting them.

N Count aloud in ones, twos,

fives or tens.

N Know that numbers identify

how many objects are in a set. N Use ordinal numbers in different

contexts.

N Match then compare the

number of objects in two sets. NSay and use number names

in order in familiar contexts. NCount reliably up to ten

everyday objects. NRecognise numerals 1 to 9. NUse developing mathematical

ideas and methods to solve

practical problems.

N Children's methods of counting

out up to six objects from a larger group, for example, when children do a jigsaw together and share out the pieces, counting to check everyone has the same number.

N How children begin to represent

numbers using fingers, marks on paper or pictures.

N Children's recognition of

numerals.

N How children use their

developing understanding of maths to solve mathematical problems, for example, solving a debate about which of two piles of pebbles has more in it.

N Ensure that children are involve

in making displays, for example, making their own pictograms

of lunch choices. Develop this as a 3D representation using bricks and discuss the most popular choices.

N Add numerals to all areas of the

curriculum, for example, to a

display of a favourite story, such

as The Three Billy Goats Gruff'. N Make books about numbers

that have meaning for the child

such as favourite numbers, birth

dates or telephone numbers. N Use rhymes, songs and stories

involving counting on and

counting back in ones, twos,

fives and tens.

N Emphasise the empty set

and introduce the concept of nothing or zero.

dN Create opportunities for

children to experiment with

a number of objects, the written numeral and the written number. Develop this through matching activities with a range of numbers, numerals and a selection of objects.

N Use a 100 square to show

number patterns.

N Make number games readily

available and teach children how to use them.

N Display interesting books about

number.

N Play games such as hide and seek that involve counting.

N Use rhymes, songs and stories

involving counting on and counting back.

Calculating

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Are logical thinkers from birth.

N How they enjoy games when

objects are shown, then hidden away.

N Talk to babies about what you

are doing and what is happening.

N Let babies see and hear the

sequence of actions you go through as you carry out familiar routines.

8-20 months

N Have some understanding that things exist, even when out

of sight.

N Are alert to and investigate

things that challenge their expectations.

N Babies' interest in looking for

things that disappear from sight. N Babies' persistence in trying

to achieve something they have managed before, such as lifting the lid on a box that has previously popped open.

N Play games such as peek- a-boo or comment when a puppet pops out of a sock.

N Talk to babies about puzzles

they encounter such as how to get their sock back from where it has fallen, asking whether they can do it or if they might need help.

N Provide lift-the-flap books to

show something hidden from view.

N Provide a variety of interesting

displays for babies to see when they are looking around them, looking up at the ceiling or peering into a corner.

16-26 months

N Are learning to classify by

organising and arranging toys with increasing intent.

N Categorise objects according to

their properties.

N Occasions when young children gather things together, such

as collecting several books or lining up cars.

N Children's interest in helping

when an adult sorts the fruit at snack time, for example, putting all the apples together.

N Foster children's ability to

classify and compare amounts. NUse tidy up time' to promote

logic and reasoning about

where things fit in or are kept.

N Encourage children, when

helping with domestic tasks, to

put all the pieces of apple on

one dish and all the pieces of

celery on another for snacks. N Use pictures or shapes of

objects to indicate where

things are kept and encourage

children to work out where

things belong.

22-36 months

N Begin to make comparisons

between quantities.

N Know that a group of things

changes in quantity when something is added or taken away.

N The deductions children make

about whether there is some juice left, or whether it is all gone'.

N Children's attempts at

estimation and their efforts to check by counting.

N Help children to organise their

ideas by talking to them about what they are doing.

N Play games which relate to

number order, addition and subtraction, such as hopscotch and skittles.

N Provide props for children to

act out counting songs and rhymes.

N Provide games and equipment

that offer opportunities for counting, such as skittles.

Calculating

Development matters

Look, listen and note

Effective practice

Planning and resourcing

22-36 months

N How children engage with

simple counting songs and games, for example, Five Currant Buns'.

N When children begin to know

about dividing things equally into two groups.

N Sing counting songs and

rhymes which help to develop children's understanding of number, such as Two Little Dickie Birds'.

N Plan to incorporate a

mathematical component in areas such as the sand, water or other play areas.

30-50 months

N Compare two groups of

objects, saying when they have the same number.

N Show an interest in number

problems.

N Separate a group of three or

four objects in different ways, beginning to recognise that the total is still the same.

N The strategies children use

that show they are working out whether a group of objects is the same or different.

N How children work out a

solution to a simple problem by using fingers or counting aloud.

N Demonstrate language such as

same as', less' or fewer'.

N As you read number stories or

rhymes, ask, for example, "How

many will there be in the pool

when one more frog jumps in?". N Use pictures and objects to

illustrate counting songs,

rhymes and number stories.

This will benefit all children and

be particularly supportive to

children learning English as an

additional language.

N Create opportunities for children

to separate objects into unequal

groups as well as equal groups. N Provide story props that

children can use in their play, for

example, varieties of fruit and

several baskets like Handa's in

the storyHanda's Surpriseby

Eileen Browne.

40-60+ months

N Find the total number of items in

two groups by counting all

of them.

N Use own methods to work

through a problem.

N Say the number that is one more than a given number.

N Select two groups of objects to

make a given total of objects. N Count repeated groups of the

same size.

N Methods children use to answer

a problem they have posed, for example, "Get one more, and then we will both have two".

N How children find the sum of

two numbers.

N The variety in responses when

children work out a calculation. N The ways children count

repeated groups of the same

size, for example, counting the

number of socks in five pairs.

N Show interest in how children

solve problems and value their different solutions.

N Make sure children are secure

about the order of numbers before asking what comes after or before each number.

N Discuss with children how

problems relate to others they have met, and their different solutions.

N Encourage children to record

what they have done, for

example, by drawing or tallying. N Use number staircases to show

a starting point and how you

arrive at another point when

something is added or taken

away.

N Provide a wide range of number

resources and encourage children to be creative in thinking up problems and solutions in all areas of learning.

Calculating

Development matters

Look, listen and note

Effective practice

Planning and resourcing

40-60+ months

Early learning goals

N Share objects into equal groups

and count how many in each group.

NIn practical activities and

discussion, begin to use the vocabulary involved in adding and subtracting.

NUse language such as more'

or less' to compare two numbers.

NFind one more or one less than

a number from one to ten. NBegin to relate addition to

combining two groups of

objects and subtraction to

taking away'.

N How children share objects, for

example, sharing eight crayons equally among four children and knowing that each child has

two crayons.

N Children working out what

remains if something is taken away.

N Encourage children to make

up their own story problems for other children to solve.

N Encourage children to extend

problems, for example, "Suppose there were three people to share the bricks between instead of two".

N Use mathematical vocabulary and demonstrate methods

of recording, using standard

notation where appropriate. N Give children learning English

as an additional language

opportunities to work in their

home language to ensure

accurate understanding of

concepts.

N Encourage children to make

links between cardinal numbers (quantity) and ordinal numbers (position).

N Make number lines available

for reference and encourage children to use them in their own play.

N Help children to understand

that five fingers on each hand make a total of ten fingers altogether, or that two rows of three eggs in the box make six eggs altogether.

Shape, Space and Measures

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Develop an awareness of

shape, form and texture as they encounter people and things in their environment.

N Babies' explorations of space

through their movements, for example, by rolling from back to front.

N How babies begin to be aware

of distance, as they grasp and reach out.

N Talk to babies about things

that interest them, describing particular features, such as the patterns formed when sunlight filters through the leaves on to the ground.

N Display things to look at that

encourage their interest in movement, such as a spiral.

8-20 months

N Find out what toys are like and

can do through handling objects. N Recognise big things and small

things in meaningful contexts.

N Instances of babies'

investigation of objects and space such as looking for hidden objects or putting things in and taking them out of containers.

N How they hold out their arms

wide to gather up a big teddy and bring hands together to pick up a small ball.

N Play games that involve curling

and stretching, popping up and bobbing down.

N Encourage babies' explorations

of the characteristics of objects, for example, by rolling a ball

to them.

N Talk about what objects are

like and how objects, such as a sponge, can change their shape by being squeezed or stretched.

N Provide a range of objects of

various textures and weights in

treasure baskets to excite and

encourage babies' interests. N Look at books showing objects

such as a big truck and a little

truck; or a big cat and a small

kitten.

N Use story props to support all

children and particularly those learning English as an additiona language.

16-26 months

N Attempt, sometimes

successfully, to fit shapes into spaces on inset boards or jigsaw puzzles.

N Use blocks to create their

own simple structures and arrangements.

N Enjoy filling and emptying

containers.

N Children's strategies as they

select and fit shapes in a puzzle or balance blocks on one another.

N Children's interest in and

familiarity with the shapes of everyday objects.

N Talk to children, as they

play with water or sand, to encourage them to think about when something is full, empty or holds more.

N Help young children to create

different arrangements in the

layout of road and rail tracks. N Highlight patterns in daily

activities and routines.

N Help children to touch, see and

feel shape through art, music and dance.

N Provide different sizes and

shapes of containers in water play, so that children can experiment with quantities and measures.

N Offer a range of puzzles with

large pieces and knobs or handles to support success in fitting shapes into spaces.

Shape, Space and Measures

	Development matters	Look, listen and note	Effective practice	Planning and resourcing
16-26 months			N Encourage children to create their own patterns in art, music and dance.
22-36 months	N Notice simple shapes and patterns in pictures. N Begin to categorise objects according to properties such as shape or size. N Are beginning to understand variations in size.	N Observations made by children relating to shapes or patterns. N When children begin to use some words that describe time, amount and size, for example, when children say things like "me bigger" to a smaller friend.	N Talk about and help children to recognise patterns. N Draw children's attention to the pattern of square/oblong/ square which emerges as you fold or unfold a tablecloth or napkin. N Be consistent in your use of vocabulary for weight and mass. N Sort coins on play trays into interesting arrangements and shapes; sort them into bags, purses and containers. N Measure for a purpose, such as finding out whether a teddy will fit in a bed.	N Collect pictures that illustrate the use of shapes and patterns from a variety of cultures, for example, Arabic designs. N Provide opportunities for children to measure time (sand timer), weight (balances) and measure (non-standard units). N Vary the use of volume and capacity equipment in the sand, water and other play areas to maintain interest.
30-50 months	N Show an interest in shape and space by playing with shapes or making arrangements with objects. N Show awareness of similarities in shapes in the environment. N Observe and use positional language. N Are beginning to understand bigger than' and enough'.	N Children's skills in matching shapes and in completing puzzles. N Children's recognition of shapes in the environment, for example, that a roof has a triangle at one end. N Children's ideas about why something is the correct size, for example, a piece of paper to wrap a gift.	N Demonstrate the language for shape, position and measures in discussions, for example, ball shape', box shape', in', on', inside', under', longer', shorter', heavy', light', full' and empty'. Find out and use equivalent terms for these measures in home languages. N Encourage children to talk about the shapes they see and use and how they are arranged.	N Have large and small blocks and boxes available for construction both indoors and outdoors. N Play games involving children positioning themselves inside, behind, on top and so on. N Provide rich and varied opportunities for comparing length, weight and time.

Shape, Space and Measures

Development matters

Look, listen and note

Effective practice

Planning and resourcing

30-50 months

N Show interest in shape by

sustained construction activity or by talking about shapes or arrangements.

N Use shapes appropriately for

tasks.

N Begin to talk about the shapes

of everyday objects.

N How children apply their

understanding of shape and space, for example, knowing they need one flat shape and one that is pointy'.

N Children's use of mathematical

names for shapes, such as circle' and triangle'.

N Value children's constructions

by helping to display them or take photographs of them.

N Organise the environment to

foster shape matching, for example, pictures of different bricks on containers to show where they are kept.

N Use stories such asRosie's

Walkby Pat Hutchins to talk about distance and stimulate discussion about non-standard units and the need for standard units.

N Show pictures that have

symmetry or pattern and talk to children about them.

40-60+ months

N Show curiosity about and

observation of shapes by talking about how they are the same or different.

N Match some shapes by

recognising similarities and orientation.

N Begin to use mathematical

names for solid' 3D shapes and flat' 2D shapes, and mathematical terms to describe shapes.

N Select a particular named shape. N Show awareness of symmetry. N Find items from positional or

directional clues.

N Order two or three items by

length or height.

N Order two items by weight or

capacity.

N Match sets of objects to

numerals that represent the number of objects.

N Children's interest in and

observation of shapes, such

as how some are the same or different.

N How children match some

shapes by recognising similarities and orientation, for example, Stevie looked at a rhomboid, saying, "It looks like a boat". Picking up a triangle, she says, "This one's different it's only got three points".

N How children select a named

shape for a particular purpose. N Children's use of positional or

directional clues, for example,

"We had to come round the

park and past the shops".

N Children's ordering of two

items by length or height, for example, comparing the length of zips on coats: "Too long for your coat".

N Ask silly' questions, for

example, show a tiny box and ask if there is a bicycle in it.

N Play peek-a-boo, revealing

shapes a little at a time and at different angles, asking children to say what they think the shape is, what else it could be or what it could not be.

N Make books about shape,

time and measure: shapes found in the environment; long and short things; things of a specific length; and ones about patterns, or comparing things that are heavier or lighter.

N Be a robot and ask children to

give you instructions to get to somewhere. Let them have a turn at being the robot for you to instruct.

N Provide a range of boxes

and materials for models and constructions such as dens', indoors and outdoors.

N Provide examples of the same

shape in different sizes.

N Have areas where children

can explore the properties of objects and where they can weigh and measure, such

as a cookery station or a building area.

N Plan opportunities for children

to describe and compare shapes, measures and distance.

N Provide materials and resources

for children to observe and describe patterns in the indoor and outdoor environment and in daily routines, orally, in pictures or using objects.

N Provide a range of natural

materials for children to arrange, compare and order.

Shape, Space and Measures

Development matters

Look, listen and note

Effective practice

Planning and resourcing

40-60+ months

Early learning goals

N Sort familiar objects to identify

their similarities and differences, making choices and justifying decisions.

N Describe solutions to practical

problems, drawing on

experience, talking about own

ideas, methods and choices. N Use familiar objects and common

shapes to create and recreate

patterns and build models.

N Use everyday language related

to time; order and sequence familiar events, and measure short periods of time with a non-standard unit, for example, with a sand timer.

N Count how many objects share

a particular property, presenting results using pictures, drawings or numerals.

NUse language such as

greater', smaller', heavier'

or lighter' to compare quantities.

NTalk about, recognise and

recreate simple patterns. NUse language such as circle'

or bigger' to describe the

shape and size of solids and

flat shapes.

NUse everyday words to

describe position.

N Children's identification of a

mathematical problem involving shape, space or measures and the ways they solve them.

N Children's use of positional

language, for example, "I'm near the end of the path".

N Words children use to describe

comparisons and measures such as greater', smaller', heavier' or lighter'.

N Introduce children to the use of

mathematical names for solid' 3D shapes and flat' 2D shapes, and the mathematical terms to describe shapes.

N Ensure children use everyday words to describe position,

for example, when following pathways or playing with outdoor apparatus.

Shape, Space and Measures

Development matters Look, listen and note Effective practice Planning and resourcing

NUse developing mathematical

ideas and methods to solve practical problems.

40-60+ months

Early learning goals

Knowledge and Understanding of the World

Requirements

Children must be supported in developing the knowledge, skills and understanding that help them to make sense of the world. Their learning must be supported through offering opportunities for them to use a range of tools safely; encounter creatures, people, plants and objects in their natural environments and in real-life situations; undertake practical experiments'; and work with a range of materials.

What Knowledge and Understanding of the World means for children

N Babies and children find out about the world through exploration and from a variety of sources,

including their families and friends, the media, and through what they see and hear.

N Babies and children need regular opportunities to learn about different ways of life, to be given

accurate information and to develop positive and caring attitudes towards others.

N Children should be helped to learn to respect and value all people and learn to avoid

misapprehensions and negative attitudes towards others when they develop their Knowledge and Understanding of the World.

N Children should be involved in the practical applications of their knowledge and skills which will promote

self-esteem through allowing them to make decisions about what to investigate and how to do it.

How settings can effectively implement this area of Learning and Development

To give all children the best opportunities for effective development and learning in Knowledge and Understanding of the World practitioners should give particular attention to the following areas.

Positive Relationships

N Use parents' knowledge to extend children's experiences of the world.

N Help children become aware of, explore and question differences in gender, ethnicity, language,

religion, culture, special educational needs and disability issues.

N Support children with sensory impairment by providing supplementary experience and information

to enhance their learning about the world around them.

Enabling Environments

N Create a stimulating environment that offers a range of activities which will encourage children's

interest and curiosity, both indoors and outdoors.

N Make effective use of outdoors, including the local neighbourhood.

The Early Years Foundation Stage 00012-2007BKT-EN

N Use correct terms so that, for example, children will enjoy naming a chrysalis if the practitioner uses

its correct name.

N Pose carefully framed open-ended questions, such as "How can we?" or "What would happen

if?".

Learning and Development

N Plan activities based on first-hand experiences that encourage exploration, experimentation, observation, problem solving, prediction, critical thinking, decision making and discussion.

N Teach 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.

N Encourage children to tell each other what they have found out, to speculate on future findings or to

describe their experiences. This enables them to rehearse and reflect upon their knowledge and to practise new vocabulary.

N Support children in using a range of ICT to include cameras, photocopiers, CD players, tape

recorders and programmable toys in addition to computers.

N Give children accurate information which challenges cultural, racial, social and gender stereotypes.

Exploration and Investigation

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Use movement and senses

to focus on, reach for and handle objects.

N Learn by observation about actions and their effects.

N How young babies use their

senses to investigate such things as your face, your hair, a rattle.

N Give opportunities for babies to

explore objects and materials.

N Provide a range of everyday

objects for babies to explore and investigate.

8-20 months

N As they pull to stand and

become more mobile, the scope of babies' investigations widens.

N Babies' interests and the ways

in which they investigate and manipulate objects.

N Give babies choices about what

they can play with.

N Plan varied arrangements of

equipment and materials that can be used with babies in

a variety of ways to maintain interest and provide challenges.

16-26 months

N Sometimes focus their enquiries

on particular features or processes.

N The things young children

investigate repeatedly, for example, becoming absorbed in opening and shutting.

N Encourage young children as

they explore particular patterns of thought or movement, sometimes referred to as schemas.

N Provide materials that support

particular schemas, for

example, things to throw, for a

child who is exploring trajectory. N Find out from parents about their

children's interests and discuss

how they can be encouraged. N Plan for inclusion of information

from parents who do not speak

English.

22-36 months

N Explore, play and seek meaning

in their experiences.

N Use others as sources of information and learning.

N Show an interest in why things

happen.

N Children's actions and talk, in

response to what they find and the questions they ask.

N Recognise that when a child

does such things as jumping in a puddle, they are engaging in investigation.

N Make use of outdoor areas

to give opportunities for investigations of the natural world, for example, provide chimes, streamers, windmills and bubbles to investigate the effects of wind.

Exploration and Investigation

Development matters

Look, listen and note

Effective practice

Planning and resourcing

30-50 months

N Show curiosity and interest in

the features of objects and living things.

N Describe and talk about what

they see.

N Show curiosity about why things

happen and how things work. N Show understanding of cause/

effect relations.

N How children examine objects

and living things to find out more about them, for example, observing plants and animals, or noticing the different materials that things are made of.

N How children express choices

and preferences where verbal communication is through a language other than English.

N Encourage and respond to

children's signs of interest, and extend these through questions, discussions and further investigation.

N Give additional support to

children who are learning English as an additional language, through pictorial support, or from familiar adults who can interpret for them.

N Use the local area for exploring

both the built and the natural environment.

N Provide opportunities to

observe things closely through a variety of means, including magnifiers and photographs.

40-60+ months

Early learning goals

N Notice and comment on

patterns.

N Show an awareness of change. N Explain own knowledge

and understanding, and ask

appropriate questions of others. NInvestigate objects and

materials by using all of their

senses as appropriate.

NFind out about, and identify,

some features of living things, objects and events they observe.

NLook closely at similarities,

differences, patterns and change.

NAsk questions about why

things happen and how

things work.

N The changes and patterns that

children notice.

N Instances of children identifying

features of living things or objects.

N Ways in which children find out

about things in the environment, for example, by handling something and looking at it closely.

N Instances of children

investigating everyday events, such as why a bicycle stops when the brakes are pressed.

N Help children to notice and

discuss patterns around them, for example, rubbings from grates, covers, or bricks.

N Encourage children to raise

questions and suggest solutions and answers.

N Examine change over time, for

example, growing plants, and change that may be reversed, for example, melting ice.

N Give opportunities to record

findings by, for example, drawing, writing, making a model or photographing.

N Provide a range of materials and objects to play with that work

in different ways for different purposes, for example, egg whisk, torch, other household implements,pulleys,construction kits and tape recorder.

N Encourage children to speculate

on the reasons why things happen or how things work.

Designing and Making

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Explore objects and materials

with hands and mouth.

N The objects that interest and engage babies' attention.

N Talk to babies about particular

objects and materials, drawing their attention to features such as their feel or sound.

N Provide objects that give young

babies opportunities to explore textures, shapes and sizes.

8-20 months

N Show curiosity and interest in

things that are built up and fall down, and that open and close.

N How babies handle and arrange objects such as blocks or bricks.

N Talk about the way things

balance or what happens when a structure falls down.

N Provide a range of resources

that babies can use in their play that encourage their interest in balancing and building things.

16-26 months

N Are interested in pushing and

pulling things, and begin to build structures.

N The things young children enjoy

building, opening and closing or pushing and pulling.

N Offer a commentary on what

young children are doing, describing actions such as "You nearly managed it then, by pulling that handle".

N Provide a range of items to

inspire young children's curiosity, ensuring that their investigations are conducted safely.

N Provide culturally diverse

artefacts and encourage parents to bring in culturally specific and familiar items from home to share.

22-36 months

N Are curious and interested in

making things happen.

N How children investigate by, for

example, taking all the cushions from several areas, piling them up and jumping on top of them.

N Recognisethatchildren's

investigationsmayappearfutile, butthatachildmaybeonthe brinkofanamazingdiscoveryas theymeticulouslyplacemoreand morethingsontopofoneanother.

N Build on children's particular

interests by adding resources to sustain and extend their efforts.

30-50 months

N Investigate various construction

materials.

N Realise tools can be used for a

purpose.

N Join construction pieces

together to build and balance.

N How children are using tools,

for example, using a stick to make holes in dough.

N How children link experiences

and use their knowledge to design and make things.

N Introducechildrentoappropriate

toolsfordifferentmaterials.

N Provide ideas and stimuli

for children, for example, photographs, books, visits and close observation of buildings.

Designing and Making

Development matters

Look, listen and note

Effective practice

Planning and resourcing

30-50 months

N Begin to try out a range of tools

and techniques safely.

N Children's developing skills in

using tools, including which tools they choose for particular tasks.

N Provide a range of construction

materials, including construction kits containing a variety of shapes, sizes and ways of joining, and support children in their use.

N Provide a range of tools, for

example, scissors, hole punch, stapler, junior hacksaw, glue spreader, rolling pin, cutter, knife, grater, and encourage children to handle them carefully and use their correct names.

40-60+ months

Early learning goals

N Construct with a purpose

in mind, using a variety of resources.

N Use simple tools and techniques

competently and appropriately. NBuild and construct with

a wide range of objects,

selecting appropriate

resources and adapting their

work where necessary. NSelect the tools and

techniques they need to shape, assemble and join materials they are using.

N The ways that children make

things, for example, a child might use card, scissors,

glue, string and a hole punch to make a bag to carry some things home.

N How children construct for their

own purposes.

N Children's own assessment of

the fitness for purpose of their designs and the modifications they decide to make to them.

N Discuss purposes of design and

making tasks.

N Teach joining, measuring,

cutting and finishing techniques and their names.

N Encourage children's

evaluations, helping them to use words to explain, such as longer', shorter', lighter'.

N Make links with children's

experiences to provide

opportunities to design and

make things, such as a ladder

for Anansi the spider (in the

West African traditional tale). N Provide opportunities for

children to practise skills, initiate

and plan simple projects, and

find their own solutions in the

design and making process.

N Ensure that the organisation of

workshop areas allows children real choices of techniques, materials and resources.

ICT

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Show interest in toys and

resources that incorporate technology.

N Which toys and resources

interest babies.

N Talk about the features of items

that interest them such as a toy rabbit's floppy ears or a bear with a rumbling tummy.

N Provide a range of playthings

that excite babies' attention, including battery-operated mobiles and wind-up radios.

8-20 months

N Explore things with interest and

sometimes press parts or lift flaps to achieve effects such as sounds, movements or new images.

N How babies begin to explore

technology in toys and personal items, for example, pressing a button or lifting the spout on a drinking cup.

N Share observations with

parents so that you can compare notes.

N Have available robust resources

with knobs, flaps, keys or shutters.

16-26 months

N Show interest in toys with

buttons and flaps and simple mechanisms and begin to learn to operate them.

N The ways in which young

children investigate how to push, pull, lift or press parts of toys and domestic equipment.

N Talk about the effect of

children's actions, as they investigate what things can do.

N Incorporate technology

resources that children recognise into their play, such as a camera.

22-36 months

N Show an interest in ICT.

N Seek to acquire basic skills in

turning on and operating some ICT equipment.

N How children use the control

technology of toys, for example, a toy electronic keyboard.

N Talk about ICT apparatus, what

it does, what they can do with it and how to use it safely.

N Let children use the

photocopier to copy their own pictures.

N Provide safe equipment to play

with, such as torches, transistor radios or karaoke machines.

30-50 months

N Know how to operate simple

equipment.

N The skills children develop

as they become familiar with simple equipment, such as twisting or turning a knob.

N Draw young children's attention

to pieces of ICT apparatus they see or that they use with adult supervision.

N When out in the locality, ask

children to help to press the button at the pelican crossing, or speak into an intercom to tell somebody you have come back to the setting.

ICT

Development matters Look, listen and note Effective practice Planning and resourcing

N Complete a simple program on N How children coordinate N Teach and encourage children N Provide a range of

a computer. actions to use technology, to click on different icons to programmable toys, as well as N Use ICT to perform simple for example, to direct dial a cause things to happen in a equipment involving ICT, such

functions, such as selecting telephone number. computer program. as computers.

40-60+

a channel on the TV remote N Ensure safe use of all

months

control. ICT apparatus and make

N Use a mouse and keyboard to appropriate risk assessments

Early

interact with age-appropriate for their use.

learning

computer software.

goals

NFind out about and

identify the uses of

everyday technology

and use information and

communication technology

and programmable toys to

support their learning.

Time

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Anticipate repeated sounds,

sights and actions.

N The sounds, sights and actions

that interest young babies,

for example, seeing a bottle, hearing bath water running.

N Talk about what you are doing

as you prepare a feed or a bath.

N Provide pictures or

photographs of things associated with regular routines.

8-20 months

N Get to know and enjoy daily

routines, such as getting-up time, mealtimes, nappy time, and bedtime.

N Children's anticipation of the

events of the day.

N Spend time looking at and

talking about pictures of babies eating, sleeping, bathing and playing.

N Ask parents about significant

events in their babies' day and how these are talked about, for example, "boboes" for sleep or bedtime, "din-din" for dinner time.

16-26 months

N Associate a sequence of

actions with daily routines.

N Begin to understand that things

might happen now'.

N Actions that show young

children understand the sequence of routines, for example, going to the cloakroom area when you say it is time to go outdoors.

N Let young children know that

you understand their routines. Talk them through the things you do as you get things ready.

N Collect stories that focus on

the sequence of routines, for example, getting dressed, asking "How do I put it on?".

22-36 months

N Recognise some special times in

their lives and the lives of others. N Understandsometalkabout

immediatepastandfuture,for

example,before',later'orsoon'. N Anticipate specific time-based

events such as mealtimes or

home time.

N How children talk about the

special events they experience

in the home and in the setting. N The ways children show their

growing understanding of the

past, for example, familiarity with

places or people seen previously.

N Make a diary of photographs to

record a special occasion.

N Use the language of time such

as yesterday', tomorrow' or next week'.

N Provide opportunities for

children to work through routines in role-play, such as putting a baby' to bed.

30-50 months

N Remember and talk about

significant events in their own experience.

N Show interest in the lives of people familiar to them.

N Talk about past and future

events.

N How children remember and

recount a significant event, such as finding a dead jellyfish at the beach.

N Talk about and show interest

in children's lives and experiences.

N Use, and encourage children

to use, the language of time in conversations, for example, past', now' and then'.

N Plan time when children can

discuss past events in their lives, such as what they did in the holidays or what happened when they went to have a splinter removed from their hand.

Time

Development matters

Look, listen and note

Effective practice

Planning and resourcing

30-50 months

N Develop an understanding of

growth, decay and changes over time.

N The comparisons children make

about what they can do now with what they could do when they were younger.

N Encourage discussion of

important events in the lives of people children know, such as their family.

N Make books of events in

settings, for example, summer fair, building a climbing frame, shopping expedition or learning about a festival.

N Encourage role-play of events in

children's lives.

N Observe changes in the

environment, for example, through the seasons or as a building extension is completed.

N Ask parents to share

photographs from home that show things such as a sunflower that their child took home from school in a pot, which has now grown taller than them.

N Ensure the full participation of

children learning English as an additional language by offering additional visual support and encouraging children to use their home language.

40-60+ months

Early learning goals

N Begin to differentiate between

past and present.

N Use time-related words in

conversation.

N Understand about the seasons

of the year and their regularity. N Make short-term future plans. NFind out about past and

present events in their own

lives, and in those of their

families and other people

they know.

N How children refer to past

events, such as how long ago it was since they visited the swimming baths.

N How a child compares

experiences in their own

life with those of others, for example, comparing their own play and playthings with their grandparents' experiences of play and playthings.

N Sequenceevents,forexample,

photographsofchildrenfrombirth. N Usestoriesthatintroduceasense

oftimeandpeoplefromthepast. N Encourage children to ask

questions about events in each

other's lives in discussions, and

explore these experiences in

role-play.

N Compare artefacts of different

times, for example, garden and household tools.

N Make the most of opportunities

to value children's histories. Involve families in sharing memories. This might include celebration of a travelling background or of African– Caribbean roots.

N Provide long-term growing

projects, for example, sowing seeds or looking after chicken eggs.

N Provide reference material for

children to use, for example, comparing old and recent photographs.

N Draw on the local community

to support projects about the seasons. Tap into knowledge and expertise of local farmers, gardeners, allotment holders and so on.

Place

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Explore the space around them

through movements of hands and feet and by rolling.

N The movements that young

babies make as they find out about their environment.

N Encourage young babies'

movements through your interactions, for example, touching their fingers and toes and showing delight at their kicking and waving.

N Provide spaces that give young

babies different views of their surroundings, such as a soft play area, with different levels to explore.

8-20 months

N Love to be outdoors and closely

observe what animals, people and vehicles do.

N How babies explore space,

objects and features of the environment.

N Draw attention to things in

different areas that stimulate interest, such as a patterned surface.

N Display and talk about

photographs of babies' favourite places.

16-26 months

N Are curious about the

environment.

N Responses to sights, sounds

and smells in the environment and what they like about playing outdoors.

N Encourage young children

to explore puddles, trees and surfaces such as grass, concrete or pebbles.

N Develop use of the outdoors

so that young children can investigate features, for example a mound, a path or a wall.

22-36 months

N Enjoy playing with small-world

models such as a farm, a garage, or a train track.

N The things children say about

their environment.

N Tell stories about places and

journeys, for example,Whatever Next!by Jill Murphy.

N Provide story and information

books about places, such as a zoo or the beach, to build on visits to real places.

30-50 months

N Show an interest in the world in

which they live.

N Comment and ask questions

about where they live and the natural world.

N Children's interest in things they

see while out for a walk.

N The questions children ask about

features of the built environment, such as road signs.

N Arouse awareness of features

of the environment in the setting and immediate local area, for example, make visits to shops or a park.

N Introduce vocabulary to

enable children to talk about their observations and to ask questions.

N Plan time for visits to the local

area.

N Provide play maps and small-

world equipment for children to create their own environments.

Place

Development matters

Look, listen and note

Effective practice

Planning and resourcing

30-50 months

N Encourage parents to provide

vocabulary in their home language to support language development and reinforce understanding.

40-60+ months

Early learning goals

N Notice differences between

features of the local environment.

NObserve, find out about and

identify features in the place they live and the natural world.

NFind out about their

environment, and talk about those features they like and dislike.

N How children talk about

the different features of the surroundings, such as the sizes, shapes, uses and types of buildings or spaces they notice on a walk to the shops.

N How children connect

photographs to places in the environment and can work out a route, for example, from the local shop to their setting.

N Howchildrentalkaboutand

evaluatethequalityoftheir environment,by,forexample, talkingabouthowtheflower basketsimprovethearea,and howthelittermakesitlookuntidy.

N Useappropriatewords,for

example,town',village',road',

path',house',flat','temple'and

synagogue',tohelpchildrenmake

distinctionsintheirobservations. N Help children to find out about

the environment by talking to

people, examining photographs

and simple maps and visiting

local places.

N Encourage children to express

opinions on natural and

built environments and give opportunities for them to hear different points of view on the quality of the environment.

N Ensure all children have

opportunities to express themselves and learn the vocabulary to talk about their surroundings, drawing on

and encouraging the home language to support the learning of English.

N Encourage the use of words

that help children to express opinions, for example, busy', quiet' and pollution'.

N Provide stories that help

children to make sense of different environments.

N Provide stimuli and resources

for children to create simple maps and plans, paintings, drawings and models of observations of known and imaginary landscapes.

N Give opportunities to

design practical, attractive environments, for example, taking care of the flowerbeds or organising equipment outdoors.

Communities

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Concentrate intently on faces

and enjoy interaction.

N Form attachments to special

people.

N How young babies respond to

your attention.

N The attachments babies make

to special people.

N Provide support for young

babies when they are not with their key person, to give them manageable experiences with others, for example, ensure that others know a young baby's special characteristics and preferences.

N Ask parents to share

photographs of special people from home and place them where babies can see them.

8-20 months

N Recognise special people, such

as family, friends or their key person.

N Show interest in social life

around them.

N Differences in the ways

that babies respond to and communicate with adults and other children.

N Nurture babies' sense of

themselves, while also helping them to feel that they belong to the group, for example, saying "This is Max's cup and there

is a cup for Earl, Frankie and Lacey too".

N Collect and share some stories

and songs that parents and babies use at home.

16-26 months

N Are curious about people and

show interest in stories about themselves and their family.

N Enjoy stories about themselves,

their families and other people. N Like to play alongside other

children.

N Young children's questions

about differences such as skin colour, hair and friends.

N Talk to young children about the

special people in their lives.

N Talk with young children

about valuing all skin colour differences.

N Give opportunities for talk with

other children, visitors and adults.

22-36 months

N Are interested in others and

their families.

N Have a sense of own immediate

family and relations.

N Begin to have their own friends.

N How children play, socialise and

talk about family life.

N Encourage children to take on

different roles during role-play. N Support children's friendships

by talking to them about their

characteristics, such as being

kind, or fun to be with.

N Provide a soft toy for children

to take home overnight, in turn. Talk with children about what the toy has done during these excursions.

Communities

Development matters

Look, listen and note

Effective practice

Planning and resourcing

30-50 months

N Express feelings about a

significant personal event.

N Describe significant events for

family or friends.

N Enjoy imaginative and role-play

with peers.

N Show interest in different

occupations and ways of life.

N How children respond to a

significant event, such as the birth of a baby or the death of

a pet.

N The ways children recall special

events such as a wedding they have attended.

N Introduce language that

describes emotions, for

example, sad', happy', angry'

and lonely', in conversations

when children express their

feelings about special events. N Use group times to share

events in children's lives.

N Listen carefully and ask

questions that show respect for children's individual contributions.

N Explain the significance of special events to children.

N Visit workplaces and invite

people who work in the community to talk to children about their roles. Wherever possible encourage the challenging of stereotypes

by, for example, using a male midwife or a female firefighter.

N Plan time to listen to children

wanting to talk about significant events and give them time to formulate thoughts and words to express feelings. Provide the support of adults who share languages other than English with children.

N Provide ways of preserving

memories of special events,

for example, making a book,

collecting photographs, tape

recording, drawing and writing. N Invite children and families

with experiences of living in

other countries to bring in

photographs and objects from

their home cultures including

those from family members

living in different areas of the U

and abroad.

40-60+ months

Early learning goals

N Gain an awareness of the

cultures and beliefs of others. N Feel a sense of belonging to

own community and place. NBegin to know about their

own cultures and beliefs and

those of other people.

N The interest children show in

stories, music and dance from a range of cultures.

N How children talk about the

practices and beliefs of their friends.

N How children express their

attitudes such as about differences in skin colours.

N How children respond to

information about people's unfamiliar lifestyles.

N Introduce children to a range

of cultures and religions, for example, tell stories, listen to music, dance and eat foods from a range of cultures. Use resources in role-play that reflect a variety of cultures, such as clothes, symbols, candles and toys.

N Provide opportunities for

children to sample food from a variety of cultures, such as a traditional Caribbean dish.

N Provide books that show a

range of languages, dress and customs.

N Use appropriate resources at

circle time to enable children to learn positive attitudes and behaviour towards people who are different to themselves.

Communities

Development matters

Look, listen and note

Effective practice

Planning and resourcing

40-60+ months

N Extend children's knowledge of

cultures within and beyond the

setting through books, videos

and DVDs, and photographs;

listening to simple short stories

in various languages; handling

artefacts; inviting visitors from

a range of religious and ethnic

groups, and visiting local places

of worship and cultural centres. N Ensure that any cultural

assumptions and stereotypes

that are already held are

countered in activities.

N Ensure the use of modern

photographs of parts

of the world that are commonly stereotyped and misrepresented.

Physical Development

Requirements

The physical development of babies and young children must be encouraged through the provision of opportunities for them to be active and interactive and to improve their skills of coordination, control, manipulation and movement. They must be supported in using all of their senses to learn about the world around them and to make connections between new information and what they already know. They must be supported in developing an understanding of the importance of physical activity and making healthy choices in relation to food.

What Physical Development means for children

N Babies and children learn by being active and Physical Development takes place across all areas of

Learning and Development.

N Physical Development helps children gain confidence in what they can do.

N Physical Development enables children to feel the positive benefits of being healthy and active.

N Physical Development helps children to develop a positive sense of well-being.

N Good health in the early years helps to safeguard health and well-being throughout life. It is

important that children develop healthy habits when they first learn about food and activity. Growing with appropriate weight gain in the first years of life helps to guard against obesity in later life.

How settings can effectively implement this area of Learning and Development

To give all children the best opportunities for effective development and learning in Physical Development practitioners should give particular attention to the following areas.

Positive Relationships

N Build children's confidence to take manageable risks in their play.

N Motivate children to be active and help them develop movement skills through praise, encouragement, games and appropriate guidance.

N Notice and value children's natural and spontaneous movements, through which they are finding

out about their bodies and exploring sensations such as balance.

N Provide time to support children's understanding of how exercise, eating, sleeping, and hygiene

promote good health.

Enabling Environments

N Provide equipment and resources that are sufficient, challenging and interesting and that can be

used in a variety of ways, or to support specific skills.

N Allow sufficient space, indoors and outdoors, to set up relevant activities for energetic play.

N Provide 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.

N Use additional adult help, as necessary, to support individuals and to encourage increased

independence in physical activities.

Learning and Development

N Plan activities that offer physical challenges and plenty of opportunities for physical activity.

N Give sufficient time for children to use a range of equipment to persist in activities, practising new

and existing skills and learning from their mistakes.

N Introduce appropriate vocabulary to children, alongside their actions.

N Treat mealtimes as an opportunity to promote children's social development, while enjoying food

and highlighting the importance of making healthy choices.

The Early Years Foundation Stage 00012-2007BKT-EN

Movement and Space

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Make movements with arms and legs which gradually become more controlled.

N Use movement and sensory

exploration to link up with their immediate environment.

N How young babies begin to

explore through their bodily movements.

N The physical skills that young

babies use to make contact with people and objects.

N Let babies kick and stretch freely

on their tummies and backs.

N Encourage babies to explore

the space near them by putting interesting things beside them, such as crinkly paper, or light, soft material.

N Have well-planned areas that

allow babies maximum space to

move, roll, stretch and explore

in safety indoors and outdoors. N Provide resources that move or

make a noise when touched to

stimulate babies to reach out

with their arms and legs.

8-20 months

N Make strong and purposeful

movements, often moving from the position in which they are placed.

N Use their increasing mobility

to connect with toys, objects and people.

N Show delight in the freedom

and changing perspectives that standing or beginning to walk brings.

N The way young babies

coordinate actions to move around the space on their feet, bottoms, backs, tummies and hands and knees.

N How babies like to move.

N What babies like to try to reach

for and play with, and the skills they develop, such as pulling to stand and walking.

N Engage babies in varied physica

experiences, such as bouncing, rolling, rocking and splashing, both indoors and outdoors.

N Encourage babies to use

resources they can grasp, squeeze and throw.

N Encourage babies to notice

other babies and children

coming and going near to them. N Support and encourage babies'

drive to stand and walk.

l N Provide novelty in the environment that encourages babies to use all of their senses

and move indoors and outdoors. N Offer low-level equipment so that babies can pull up to a standing position.

N Provide tunnels, slopes and

low-level steps to stimulate and challenge toddlers.

N Make toys easily accessible for children to reach and fetch.

N Plan space to encourage free

movement.

16-26 months

N Have a biological drive to use

their bodies and develop their physical skills.

N Express themselves through

action and sound.

N Are excited by their own

increasing mobility and often set their own challenges.

N How young children move with

their whole bodies to show their excitement, interest, amusement or annoyance.

N The sensory experiences of,

for example, rolling, spinning, rocking and physical contact with adults enjoyed by children.

N Encourage independence

as young children explore particular patterns of movement, sometimes referred to as schemas.

N Use music to stimulate

exploration with rhythms of movement.

N Provide young children who have physical disabilities

with equipment that is easily

accessed and resources that

meet their individual needs. N Tell stories that encourage

children to think about the way

they move.

Movement and Space

Development matters

Look, listen and note

Effective practice

Planning and resourcing

16-26 months

N The ways in which young

children are developing skills, sometimes creeping, crawling, climbing, walking or throwing.

N Anticipate young children's

exuberance and ensure the space is clear and suitable for their rapid, and sometimes unpredictable, movements.

N Provide different arrangements

of toys and soft play materials to encourage crawling, tumbling, rolling and climbing.

22-36 months

N Gradually gain control of their

whole bodies and are becoming

aware of how to negotiate the

space and objects around them. N Move spontaneously within

available space.

N Respond to rhythm, music and

story by means of gesture and movement.

N Are able to stop.

N Manage body to create

intended movements.

N Combine and repeat a range

of movements.

N The new skills children continue

to achieve such as jumping, kicking a ball or balancing on one leg.

N Chosen ways of moving and

the way children experiment with movement and balance, turning upside down, crawling or rolling.

N How a child responds physically

to stimuli such as seeing an aeroplane flying overhead.

N How children respond to

different types of music.

N The ways children try to copy

movements or repeat skills they have achieved.

N How children join movements

such as running, stopping and

jumping, climbing and turning. N The different ways children

use their bodies to express themselves imaginatively.

N Be aware that children can be

very energetic for short bursts and need periods of rest and relaxation.

N Encourage and guide children

to persevere at a skill.

N Value the ways children choose

to move.

N Give as much opportunity as

possible for children to move freely between indoors and outdoors.

N Talk to children about their

movements and help them to explore new ways of moving, such as squirming, slithering and twisting along the ground like a snake.

N Encourage children to

move, using a range of body parts, and to perform given movements at more than one speed, such as quickly, slowly, or on tiptoe.

N Encourage body tension activities

such as stretching, reaching, curling, twisting and turning.

N Provide a range of large play

equipment that can be used in

different ways, such as boxes,

ladders, A' frames and barrels. N Plan time for children to

experiment with equipment and

to practise their skills.

N Undertake risk assessment

and provide safe spaces where children can move freely. Create zones' for some activities and explain safety to children and parents.

N Plan to respect individual

progress and preoccupations. Allow time for exploration

and for children to practise movements they choose.

N Provide real and role-play

opportunities for children to create pathways, for example, road layouts, taking the pushchair to the home corner' or going on a picnic'.

N Provide CD and tape players,

scarves, streamers and musical instruments so that children can respond spontaneously to music.

Movement and Space

Development matters

Look, listen and note

Effective practice

Planning and resourcing

22-36 months

N Be alert to the safety of children,

particularly those who might overstretch themselves.

N Introduce the vocabulary of

spatial relationships, such

as between', through' and above'.

N Plan activities that involve

moving and stopping, such as musical bumps.

30-50 months

N Move freely with pleasure and

confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping.

N Use movement to express

feelings.

N Negotiate space successfully

when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.

N Sit up, stand up and balance on

various parts of the body.

N Demonstrate the control

necessary to hold a shape or fixed position.

N Operate equipment by means of

pushing and pulling movements. N Mount stairs, steps or climbing

equipment using alternate feet. N Negotiate an appropriate

pathway when walking, running

or using a wheelchair or other

mobility aids, both indoors and

outdoors.

N How children move

enthusiastically, using their arms and legs in a spontaneous dance, or shaking their bodies in time to music, when they are sad, happy or excited.

N Children's increasing confidence

in what they can do and their

enjoyment of physical activities. N Some of the strategies children

find to avoid banging into one

another, and objects, as they

negotiate space.

N Children's skill development,

deciding if it is exploratory and experimental or repetitive, and whether they are ready for a new challenge.

N Efforts to try something new

and persevere at a skill.

N The ideas that children suggest

to make things fair'.

N Teach skills which will help

children to keep themselves

safe, for example, responding

rapidly to signals including

visual signs and notes of music. N Encourage children to move

with controlled effort, and use

associated vocabulary such as

strong', firm', gentle', heavy',

stretch', reach', tense' and

floppy'.

N Use music to create moods

and talk about how people move when they are sad, happy or cross.

N Lead imaginative movement

sessions based on children's

current interests such as space

travel, zoo animals or shadows. N Motivate children to be active

through games such as follow

the leader.

N Plan opportunities for children

to tackle a range of levels and surfaces including flat and hilly ground, grass, pebbles, asphalt, smooth floors and carpets.

N Ensure that equipment is

appropriate to the size and weight of children in the group and offers challenges to children at different levels of development.

N Plan activities where children

can move in different ways and at different speeds.

N Provide balancing challenges,

such as a straight or curved

chalk line for children to follow. N Mark out boundaries for some

activities, such as games

involving wheeled toys or balls,

so that children can more easily

regulate their own activities.

N Provide sufficient equipment for

children to share, so that waiting to take turns does not spoil enjoyment.

Movement and Space

Development matters

Look, listen and note

Effective practice

Planning and resourcing

30-50 months

N Judge body space in relation

to spaces available when fitting into confined spaces

or negotiating openings and boundaries.

N Show respect for other

children's personal space when playing among them.

N Persevere in repeating some

actions or attempts when developing a new skill.

N Collaborate in devising and

sharing tasks, including those which involve accepting rules.

N Talk about why children

should take care when moving freely, and help them to remember some simple rules to remind them how to move about without endangering themselves or others.

N Praise children's efforts

when they consider others or collaborate in tasks.

N Encourage children to

persevere through praise, guidance or instruction when success is not immediate.

N Provide construction materials

such as crates, blocks or boxes to create personal and shared spaces and dens.

N Take photographs to put in a

book about Me and the things I can do'.

40-60+ months

Early learning goals

N Go backwards and sideways as

well as forwards.

N Experiment with different ways

of moving.

N Initiate new combinations of

movement and gesture in order

to express and respond to

feelings, ideas and experiences. N Jump off an object and land

appropriately.

N Show understanding of the

need for safety when tackling new challenges.

N Avoid dangerous places and

equipment.

N Construct with large materials

such as cartons, fabric and planks.

NMove with confidence,

imagination and in safety.

N The different ways children find

of moving across and off and on objects.

N How children combine

movements to make simple sequences.

N The way children recognise

the need to take account of space when they plan to do things such as building and demolishing a tower or riding a wheeled toy.

N The ways children manage

themselves safely.

N The ways children negotiate

equipment by, for example, balancing, climbing, sliding or slithering.

N Children's fine motor control

when using a pencil or a brush.

N Encourage children to use

the vocabulary of movement, such as gallop' and slither';

of instruction, such as follow', lead' and copy'; and of feeling, such as excited', scared' and happy'.

N Help children communicate

through their bodies by encouraging expressive movement linked to their imaginative ideas.

N Talk with children about body

parts and bodily activity, teaching the vocabulary of body parts.

N Help children to think about

how their movements and actions can impact on others.

N Plan target throwing, rolling,

kicking and catching games. N Plan games where children can

use skills in different ways, such

as hopping backwards and

galloping sideways.

N Provide open-ended resources

for large-scale building.

N Use whole-body action rhymes

such as Head, Shoulders, Knees and Toes'.

N Provide time and space to

enjoy energetic play daily, either

indoors or outdoors, visiting

parks if other spaces are limited. N Ensure children know the rules

for being safe in different spaces.

Movement and Space

Development matters

Look, listen and note

Effective practice

Planning and resourcing

40-60+ months

Early learning goals

NMove with control and

coordination.

NTravel around, under, over

and through balancing and climbing equipment.

NShow awareness of space, of themselves and of others.

N Children's free, spontaneous

movement and how they demonstrate control.

N Pose challenging questions

such as "Can you get all the way round the climbing frame without your knees touching it?".

N Talk with children about the

need to match their actions to the space they are in.

N Encourage children to be active

and energetic by organising lively games.

N Provide opportunities for children

to repeat and change their

actions so that they can think

about, refine and improve them. N Help children to be aware of

risks and to consider their own

and others' safety.

N Take time to review individual

needs for space and equipment

for a child who may require

modifications to either or both. N Show children how to

collaborate in throwing, rolling,

fetching and receiving games,

encouraging children to play

with one another once their

skills are sufficient.

N Regularly check resources for

safety, for example, ensuring that fabric is clean and that planks are free from splinters and rough edges.

N Provide a range of equipment

at different levels, such as an overhead ladder, a tunnel, a bench and a mat.

N Provide large portable

equipment that children

can move about safely and cooperatively to create their own structures.

N Plan imaginative, active

experiences, such as Going on a bear hunt'. Help them remember the actions of the story (We're Going on a Bear Huntby Michael Rosen and Helen Oxenbury) and think about the different ways of moving and ways of avoiding bumping into each other.

N Practise movement skills

through games with beanbags, cones, balls and hoops.

Health and Bodily Awareness

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Thrive when their nutritional

needs are met.

N Respond to and thrive on

warm, sensitive physical contact and care.

N Young babies' hunger patterns

and how they regulate the speed and intensity with which they suck.

N How they show they are

relaxed when they feel safe and cared for.

N Talk to parents about the

feeding patterns of young babies.

N Talk to young babies as you

stroke their cheeks, or pat their backs, reminding them that you are there and they are safe.

N Discuss the cultural needs and

expectations for skin and hair care with parents prior to entry to the setting, ensuring that the needs of all children are met appropriately and that parents' wishes are respected.

N Plan feeding times that take

account of the individual and cultural feeding needs of young babies, remembering that some babies may be used to being fed while sitting on the lap of a familiar adult.

N Introduce baby massage

sessions that make young babies feel nurtured and promote a sense of well-being.

8-20 months

N Need rest and sleep, as well

as food.

N Focus on what they want as they

begin to crawl, pull to stand, creep, shuffle, walk or climb.

N How babies' behaviour

changes as they get tired and require sleep.

N The ways in which babies

indicate that they need help.

N Help children to enjoy their

food and appreciate healthier

choices by combining favourites

with new tastes and textures. N Make space for young children

to be able to pull themselves

up, shuffle or walk, ensuring

that they are safe at all times,

while not restricting their

explorations.

N Be aware that babies have little

sense of danger when their interests are focused on getting something they want.

N Provide a comfortable,

accessible place where babies can rest or sleep when they want to.

N Plan alternative activities for

babies who do not need sleep

at the same time as others do. N Provide safe surroundings in

which young children have

freedom to move as they

want, while being kept safe by

watchful adults.

Health and Bodily Awareness

Development matters

Look, listen and note

Effective practice

Planning and resourcing

16-26 months

N Show some awareness of

bladder and bowel urges.

N Develop their own likes and

dislikes in food, drink and activity. N Practise and develop what they

can do.

N Young children's interest in

bodily functions and when they communicate their needs.

N The choices young children

make, for example, asking for

the same story again and again. N Patterns of play, such as

repeatedly climbing on to and

off a step.

N Support parents' routines with

young children's toileting by having flexible routines and by encouraging children's efforts at independence.

N Discuss cultural expectations

for toileting, since in some cultures young boys may be used to sitting rather than standing at the toilet.

N Value children's choices

and encourage them to try something new and healthy.

N Offer choices for children in

terms of potties, trainer seats

or steps.

N Establish routines that enable

children to look after themselves, for example, putting their clothes and aprons on hooks or washing themselves.

N Create time to discuss options

so that young children have choices between healthy options, such as whether they will drink water, juice or milk.

22-36 months

N Communicate their needs for

things such as food, drinks and

when they are uncomfortable. N Show emerging autonomy in

self-care.

N The signs, gestures or words

young children use to convey what their needs are at any time.

N Involve young children in the

preparation of food.

N Encourage repetition in

movements and sensory experiences.

N Give children the chance to

talk about what they like to eat, while reinforcing messages about healthier choices, and to learn about each other's preferences.

N Remember that children who

have limited opportunity to play outdoors may lack a sense of danger.

N Ensure children's safety, while

not unduly inhibiting their risk-taking.

N Display a colourful daily menu

showing healthy meals and snacks and discuss choices with the children, reminding them, for example, that they tried something previously and might like to try it again.

N Be aware of eating habits

at home and of the different ways people eat their food. For example, some families use hands to eat and some cultures strongly discourage the use of the left hand for eating.

Health and Bodily Awareness

Development matters

Look, listen and note

Effective practice

Planning and resourcing

30-50 months

N Show awareness of own needs

with regard to eating, sleeping and hygiene.

N Often need adult support to

meet those needs.

N Show awareness of a range of

healthy practices with regard to

eating, sleeping and hygiene. N Observe the effects of activity

on their bodies.

N Children's recognition of their

own needs, such as when they tell you their lace is undone and need help to fasten it.

N The ways children demonstrate

understanding of healthy

practices such as by saying they

need a tissue, or putting a cup in

the sink ready to be washed. N Children's understanding that

they need a rest or a drink after

a burst of activity.

N Talk to children about why you

encourage them to rest when they are tired or why they need to wear wellingtons when it is muddy outdoors.

N Create opportunities for moving

towards independence, for example, have hand-washing facilities safely within reach, and support children in making healthy choices about the food they eat.

N Encourage children to notice

the changes in their bodies after exercise, such as their heart beating faster.

N Provide a cosy place with a

cushion and a soft light where a child can rest quietly if they need to.

N Plan so that children can be

active in a range of ways, including while using a wheelchair.

N Be aware that physical activity

is important in maintaining good health and in guarding against children becoming overweight or obese in later life.

40-60+ months

Early learning goals

N Show some understanding

that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.

NRecognise the importance of

keeping healthy, and those

things which contribute to this. NRecognise the changes that

happen to their bodies when

they are active.

N How children indicate that they

are hungry or need to wash their

hands before starting to cook. N Children's familiarity with

hygienic practices, such as

throwing used tissues in a bin. N Children's understanding

of what they need to do to maintain health, for example,

a child telling others they are going to the dentist: "I need to have a check-up to keep my teeth strong".

N Children talking about and

feeling their heart beating after running, without prompting from an adult.

N Promote health awareness

by talking to children about exercise, its effect on their bodies and the positive contribution it can make to their health.

N Helpchildrentounderstandthe

thinkingbehindthegoodpractices theyareencouragedtoadopt.

N Be aware of specific health

difficulties among the children in the group, such as allergies.

N Be sensitive to varying family

expectations and life patterns when encouraging thinking about health.

N Ensure that children who get

out of breath will have time to recover.

N Place water containers where

children can find them easily and

get a drink when they need one. N Plan opportunities, particularly

after exercise, for children to

talk about how their bodies feel.

Health and Bodily Awareness

Development matters

Look, listen and note

Effective practice

Planning and resourcing

40-60+ months

N Find ways to involve children so

that they are all able to be active

in ways that interest them and

match their health and ability. N Discuss with children why they

get hot and encourage them to

think about the effects of the

environment, such as whether

opening a window helps

everybody to be cooler.

Using Equipment and Materials

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Watch and explore hands

and feet.

N Reach out for, touch and begin

to hold objects.

N The way young babies' eyes

follow the movements of their fingers and toes.

N How young babies grasp and clutch at anything in reach.

N Play games, such as offering a

small toy and taking it again to

rattle, or sail through the air. N Encourage young babies in

their efforts to gradually share

control of the bottle with you.

N Have baskets of small colourful

toys near to where you feed a young baby, or attached to the pram, buggy or soft chair.

N Provide objects to be sucked,

pulled, squeezed and held, to encourage the development of fine motor skills.

8-20 months

N Imitate and improvise actions

they have observed, such as clapping and waving.

N Become absorbed in putting

objects in and out of containers. N Enjoy the sensory experience

of making marks in damp

sand, paste or paint. This is particularly important for babies who have a visual impairment.

N Babies' actions such as

clapping, pointing, grasping and dropping things.

N The ways babies pat, pinch and

grasp sand, paste or paint.

N Use feeding, changing and

bathing times to share finger plays, such as Round and Round the Garden'.

N Show babies different ways to

make marks in dough or paint by swirling, poking or patting it.

N Provide resources that

stimulate babies to handle and manipulate things, for example, toys with buttons to press or books with flaps to open.

N Use gloop (cornflour and water)

in small trays so that babies can enjoy putting fingers into it and lifting them out.

16-26 months

N Use tools and materials for

particular purposes.

N Begin to make, and manipulate,

objects and tools.

N Put together a sequence of

actions.

N Ways babies prefer to eat

their food, such as grasping a spoon, using their fingers, or holding a fork.

N How young children begin to

recognise the conventional uses of some objects, such as a cup for drinking.

N Treat mealtimes as an

opportunity to help children to use fingers, spoon and cup to feed themselves.

N Help young children to find

comfortable ways of grasping, holding and using things they wish to use, such as a hammer, a paintbrush or a teapot in the home corner.

N Provide materials that enable

children to help with chores such as sweeping, pouring, digging or feeding pets.

N Provide sticks, rollers and

moulds for young children to use in dough, clay or sand.

22-36 months

N Balance blocks to create simple

structures.

N How children are developing

fine movements of their fingers and hands to grip, twist, bang and make marks.

N Encourage children in their

efforts to do up buttons or pour a drink.

N Resourcethehomeplayarea

withcookingutensilsandbabies' clothessothatchildrencanhandle toolsandmaterialsmeaningfullyin theirimaginativeplay.

Using Equipment and Materials

Development matters

Look, listen and note

Effective practice

Planning and resourcing

22-36 months

N Show increasing control in

holding and using hammers, books, beaters and mark- making tools.

N How they are building up

strength in their arms and hands through large muscle activities such as climbing.

N Provide tool boxes' containing

things that make marks, so that children can explore their use both indoors and outdoors.

30-50 months

N Engage in activities requiring

hand–eye coordination.

N Use one-handed tools and

equipment.

N Show increasing control over

clothing and fastenings.

N Show increasing control in

using equipment for climbing,

scrambling, sliding and swinging. N Demonstrate increasing skill

and control in the use of mark-

making implements, blocks,

construction sets and small-

world activities.

N Understand that equipment and tools have to be used safely.

N The ways children manage to

make things work successfully, such as when they wheel a buggy, turn a whisk or vacuum' the carpet.

N The things that inspire children

to want to create or construct. N The variety of skills children use

to manipulate materials and

objects, such as picking up,

releasing, threading and

posting objects.

N Children's strategies, efforts

and achievements in fastening and unfastening items such

as containers, clothing and cupboards.

N Children's skills in fixing,

creating play worlds and using materials and equipment safely and appropriately.

N Teach children the skills they

need to use equipment safely, for example, cutting with scissors or using tools.

N Check children's clothing for

safety, for example, ensuring that toggles on coats and hoods cannot get tangled in tricycle wheels.

N Introduce the vocabulary of

direction, including, where appropriate, clockwise' and anticlockwise'.

N Make equipment available and

accessible to all children for the whole of the day or session,

if possible.

N Provide activities that give children the opportunity

and motivation to practise manipulative skills, for example, cooking, painting and playing instruments.

N Provide opportunities for

children to sometimes use all their fingers or the whole hand, for example with finger-paints or cornflour, and sometimes use just one finger, for example when making patterns in damp sand or paint.

N Provide objects that can be

handled safely, including small-world toys, construction sets, threading and posting toys, dolls' clothes and material for collage.

Using Equipment and Materials

Development matters

Look, listen and note

Effective practice

Planning and resourcing

40-60+ months

Early learning goals

N Explore malleable materials

by patting, stroking, poking, squeezing, pinching and twisting them.

N Use increasing control over

an object, such as a ball, by

touching, pushing, patting,

throwing, catching or kicking it. N Manipulate materials to achieve

a planned effect.

N Use simple tools to effect changes to the materials.

N Show understanding of how

to transport and store equipment safely.

N Practise some appropriate

safety measures without direct supervision.

NUse a range of small and

large equipment.

NHandle tools, objects,

construction and malleable materials safely and with increasing control.

N Children's preferred hand for

putting on clothes or using a paintbrush.

N Children's developing ball skills. N Children's play patterns,

identifying the ways they show interest in using a range of equipment and materials.

N The different ways children

exploreandmanipulatematerials. N The tools children use to

achieve effects.

N Some of the ways

children demonstrate their understanding of the need for handling equipment safely, such as when they carry a chair, ensuring they point its legs towards the ground.

N How children use their skills

when creating something they need in their play, or want to give to a friend.

N Encourage children's large

arm and hand movements and activities that strengthen their hands and fingers, for example, throwing and catching.

N Introduce and encourage

children to use the vocabulary of manipulation, for example, squeeze' and prod', and the language of description, for example, spiky', silky', lumpy' and tall'.

N Justify and explain why safety is

an important factor in handling tools, equipment and materials, and have sensible rules for everybody to follow.

N Teach skills where necessary

and then give children the chance to practise them.

N Teach children how to use

tools and materials effectively and safely.

N Talk with children about what

they are doing, how they plan to do it, what worked well

and what they would change next time.

N Provide a range of left-handed

tools, especially left-handed scissors, for children who

need them.

N Provide a wide range of

materials, such as clay, that encourage manipulation.

N Offer different tools, techniques

or materials when the available tools are inadequate to achieve the desired effects.

N Provide tweezers, tongs and

small scoops for use in play and investigation.

N Provide a range of construction

toys of different sizes, made of wood, rubber or plastic, that fix together in a variety of ways, for example by twisting, pushing, slotting or magnetism.

Creative Development

Requirements

Children's creativity must be extended by the provision of support for their curiosity, exploration and play. They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-play activities, mathematics, and design and technology.

What Creative Development means for children

N Creativity is about taking risks and making connections and is strongly linked to play.

N Creativity emerges as children become absorbed in action and explorations of their own ideas, expressing them through movement, making and transforming things using media and materials

such as crayons, paints, scissors, words, sounds, movement, props and make-believe.

N Creativity involves children in initiating their own learning and making choices and decisions.

N Children's responses to what they see, hear and experience through their senses are individual and

the way they represent their experiences is unique and valuable.

N Being creative enables babies and children to explore many processes, media and materials and to

make new things emerge as a result.

How settings can effectively implement this area of Learning and Development

To give all children the best opportunity for effective development and learning in Creative Development practitioners should give particular attention to the following areas.

Positive Relationships

N Ensure children feel secure enough to have a go', learn new things and be adventurous.

N Value what children can do and children's own ideas rather than expecting them to reproduce

someone else's picture, dance or model, for example.

N Give opportunities for children to work alongside artists and other creative adults so that they see at

first hand different ways of expressing and communicating ideas and different responses to media and materials.

N Accommodate children's specific religious or cultural beliefs relating to particular forms of art or

methods of representation.

Enabling Environments

N Provide a stimulating environment in which creativity, originality and expressiveness are valued. N Include resources from a variety of cultures to stimulate new ideas and different ways of thinking. N Offer opportunities for children with visual impairment to access and have physical contact with

artefacts, materials, spaces and movements.

N Provide opportunities for children with hearing impairment to experience sound through physical

contact with instruments and other sources of sound.

N Encourage children who cannot communicate by voice to respond to music in different ways, such

as gestures.

Learning and Development

N Present a wide range of experiences and activities that children can respond to by using many of

their senses.

N Allow sufficient time for children to explore and develop ideas and finish working through these ideas. N Create opportunities for children to express their ideas through a wide range of types of

representation.

The Early Years Foundation Stage 00012-2007BKT-EN

Being Creative – Responding to Experiences, Expressing and Communicating Ideas

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Use movement and sensory

exploration to connect with their immediate environment.

N Expressions of emotion shown

through the movements of fingers, arms and bodies.

N Use gentle touch to trace

Round and Round the Garden' or to pat hands for Pat-a-Cake' with young babies.

N Make available resources such

as soft feathers, silk squares and pom-poms which offer sensory interest to young babies.

8-20 months

N Respond to what they see, hear, smell, touch and feel.

N Young children's favourite

materials, music, lights and aromas.

N Maintain the calm atmosphere

of a light room or area by playing quiet music so that young children can rest from stimulation for short periods.

N Vary sensory experiences by

placing herbs such as basil, parsley or sage in muslin bags for babies to squeeze or catch with their fingers.

16-26 months

N Express themselves through

physical action and sound. N Explore by repeating patterns

of play.

N The ways that young children

may repeat actions or make tuneful sounds as they climb steps, or step up and down from a stool.

N Support children's patterns of

play in different activities, for example, transporting blocks to the sand area.

N Introduce young children to

light fabric curtains, full-length mirrors and soft play cubes for hiding in, peeping at and crawling through.

22-36 months

N Seek to make sense of what

they see, hear, smell, touch and feel.

N Begin to use representation as

a form of communication.

N Word plays, signs, body

language and gestures that young children use in response to their experiences, for example, a child may jump up and down or whirr around when they are excited, or eagerly engaged.

N Help children to value their

creative responses by your interest in the way they move, represent or express their mood.

N Provide props such as

streamers for children to wave to make swirling lines, or place shiny mobiles, made from unwanted CDs, in the trees to whirl around in the wind.

30-50 months

N Use language and other forms of communication to share

the things they create, or to indicate personal satisfaction or frustration.

N Explore and experience using a

range of senses and movement.

N The ways children capture their

experiences by, for example, finding materials to make wings from large pieces of red paper after watching some ladybirds in the garden.

N Provide appropriate materials

and extend children's thinking through involvement in

their play, using questions

thoughtfully and appropriately. N Encourage children to describe

their experiences.

N Ensure that there is enough

time for children to express their thoughts, ideas and feelings

in a variety of ways, such as in role-play, by painting and by responding to music.

Being Creative – Responding to Experiences, Expressing and Communicating Ideas

Development matters

Look, listen and note

Effective practice

Planning and resourcing

30-50 months

N Capture experiences and

responses with music, dance, paint and other materials or words.

N Develop preferences for forms

of expression.

N The ways in which children

explore materials and the effects they can create, for example, making swirling lines with scarves and streamers by twirling round.

N Be interested in children's

responses, observing their actions and listening carefully.

N Encourage children to discuss

and appreciate the beauty around them in nature and the environment.

40-60+ months

Early learning goals

N Talk about personal intentions,

describing what they were trying to do.

N Respond to comments and

questions, entering into

dialogue about their creations. N Make comparisons and create

new connections.

NRespond in a variety of ways

to what they see, hear, smell, touch and feel.

NExpress and communicate

their ideas, thoughts and feelings by using a widening range of materials, suitable tools, imaginative and role- play, movement, designing and making, and a variety

of songs and musical instruments.

N The connections children make

as they respond to different experiences, for example, remembering being cold at Diwali and seeing the cheery lights may inspire one child to begin to dance like the flames of the Diwali lamps.

N How children respond to new

experiences and how they respond differently to similar experiences, for example, a child may run around moving their arms rhythmically when they see or hear a train, or run along calling "train, train" as if they are trying to catch up with it, while another day they may want to draw, paint or represent the power of the train.

N How children design and create,

either using their own ideas or developing those of others.

N Support children in expressing

opinions and introduce language such as like', dislike', prefer' and disagree'.

N Be alert to children's changing

interest and the way they respond to experiences differently when they are in a happy, sad or reflective mood.

N Introduce language that

enables children to talk about their experiences in greater depth and detail.

N Provide children with examples

of how other people have

responded to experiences,

engage them in discussions of

these examples and help them

to make links and connections. N Provide and organise resources

and materials so children can

make their own choices in order

to express their ideas.

N Be sensitive to the needs of

children who may not be able to express themselves easily

in English, using interpreter support from known adults, or strategies such as picture cards to enable children to express preferences.

Exploring Media and Materials

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Discover mark-making by

chance, noticing, for instance, that trailing a finger through spilt juice changes it.

N The way young babies respond

when they touch or feel something such as warm milk, or a fluffy toy.

N Talk to young babies about the

sensations of different materials they feel, whether they are cold or warm, smooth or soft.

N Make a basket of things each

baby likes to explore. One may prefer all the squashy things such as sponges, soft toys or balls, another may prefer crinkly, noisy things.

8-20 months

N Explore and experiment with

a range of media using whole body.

N What babies like to make marks

in and the tools they use to make them.

N How babies move their whole

bodies as they explore media.

N Encourage babies to make

marks and to squeeze and feel media such as paint, gloop (cornflour and water), dough and bubbles.

N Place big sheets of plastic

or paper on the floor so that babies can be near or crawl

on to it to make marks, or add materials using large motor movements, sprinkling, throwing or spreading paint, glue, torn paper or other materials.

16-26 months

N Create and experiment with

blocks, colour and marks.

N The processes which children

engage in as they explore and experiment with media.

N Accept wholeheartedly young

children's creations and help them to see them as something unique and valuable.

N Make notes detailing the

processes involved in a child's creations, to share with parents.

22-36 months

N Begin to combine movement, materials, media or marks.

N The inventive ways in which

children add, or mix media, or wallow in a particular experience.

N Be interested in the children's

creative processes and talk to them about what they mean to them.

N Chooseunusualorinteresting

materialsandresourcesthat inspireexplorationsuchas texturedwallcoverings,raffia, string,translucentpaperorwater- basedglueswithcolouradded.

30-50 months

N Begin to be interested in and

describe the texture of things. N Explore colour and begin to

differentiate between colours. N Differentiate marks and

movements on paper.

N Children's responses to

different textures, for example, touching sections of a texture display with their fingers, or feeling it with their cheeks to get a sense of different properties.

N Make time and space for

children to express their curiosity and explore the environment using all of their senses.

N Introduce vocabulary to enable

children to talk about their observations and experiences, for example, smooth',

shiny', rough', prickly', flat', patterned', jagged', bumpy', soft' and hard'.

Exploring Media and Materials

Development matters

Look, listen and note

Effective practice

Planning and resourcing

30-50 months

N Use their bodies to explore

texture and space.

N Understand that they can use

lines to enclose a space, and then begin to use these shapes to represent objects.

N Create 3D structures.

N Begin to construct, stacking

blocks vertically and horizontally, making enclosures and creating spaces.

N Children's growing interest in

and use of colour as they begin to find differences between colours.

N How one child spontaneously

makes lots of spiral' marks and movements on their paper, while others may imitate each other's movements.

N How children begin to describe

the objects they represent.

N The patterns and structures

children talk about, make or construct.

N Talk to a child about images or

effects that they see, such as the effect of light hitting a shiny piece of paper.

N Talk to children about colours

they like and why they like them. N Demonstrate and teach skills

and techniques associated with

the things children are doing,

for example, show them how to

stop the paint from dripping or

how to balance bricks so that

they will not fall down.

N Introduce children to a wide

range of music, painting and sculpture.

N Encourage children to take

time to think about painting or sculpture that is unfamiliar to them before they talk about it or express an opinion.

N Make suggestions and ask

questions to extend children's ideas of what is possible, for example, "I wonder what would happen if".

N Support children in thinking

about what they want to make, the processes that may be involved and the materials and resources they might need, such as a photograph to remind them what the climbing frame is like.

N Provide a wide range of

materials, resources and sensory experiences to enable children to explore colour, texture and space. Document the processes children go through to create their own work'.

N Provide a place where work in

progress can be kept safely. Talk to children about where they can see models and plans in the environment, such as

at the local planning office, in the town square, or at the new apartments down the road.

Exploring Media and Materials

Development matters

Look, listen and note

Effective practice

Planning and resourcing

40-60+ months

Early learning goals

N Explore what happens when

they mix colours.

N Choose particular colours to

use for a purpose.

N Understand that different media

can be combined to create new effects.

N Experiment to create different

textures.

N Create constructions, collages,

painting and drawings.

N Use ideas involving fitting,

overlapping, in, out, enclosure, grids and sun-like shapes.

N Work creatively on a large or

small scale.

NExplore colour, texture,

shape, form and space in two or three dimensions.

N The inventive ways in which

children mix colours.

N The decisions that children

make about colour choices.

N How children experiment to

create new effects and textures, for example, by drizzling glue over wool, or squirting pools of colour on to paper.

N How children combine their

creative skills and imagination to create something new, such as when a small group of children are using large blocks to represent their experience of a visit to the ferry port. After much discussion and negotiation they make arrows for the one-way system and a variety of signs and symbols. They tell the stories of people who will go

on the ferry and wonder about whether one family will get there on time.

N The numerous ways in which

children create and construct, and how their explorations

lead to new understandings about media.

N Help children to gain confidence

in their own way of representing ideas.

N Talk to children about ways

of finding out what they can

do with different media and what happens when they put different things together such as sand, paint and sawdust.

N Help children to develop a

problem-solving approach to overcome hindrances as they explore possibilities that media combinations present. Offer advice and additional resources as appropriate.

N Alert children to changes in

properties of media as they are transformed through becoming wet, dry, flaky or fixed. Talk about what is happening, helping them to think about cause and effect.

N Provide resources for mixing

colours, joining things together and combining materials, demonstrating where appropriate.

N Introduce pieces of wood,

stone, rock or seaweed for

children to feel and discover. N Provide children with

opportunities to use their skills

and explore concepts and ideas

through their representations. N Have a holding bay' where

2D and 3D models and works can be retained for a period for children to enjoy, develop, or refer to.

Creating Music and Dance

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Respond to a range of familiar

sounds, for example, turning to a sound source such as

a voice.

N The voices, sounds and music,

such as lullabies, that young babies respond to.

N Sing action rhymes such as

Head, Shoulders, Knees and Toes' or clap and sing about something that you are doing, such as "We're getting Mina ready for bed".

N Select toys that will make

different sounds, such as a wooden cylinder with a little bell or a small toy that squeaks, and talk about the sounds babies hear when they mouth or hold them.

8-20 months

N Move their whole bodies to

sounds they enjoy, such as music or a regular beat.

N The different ways babies move

in response to sounds, for example, patting the floor when on their tummy, flexing and relaxing their legs, or opening and closing their palms.

N Imitate familiar sounds such as

quack, quack', encouraging the baby to join in.

N Have a range of puppets that

can glide along the table, or dance around on the end of a fist in time to some lively music.

16-26 months

N Begin to move to music, listen

to or join in rhymes or songs.

N How children like to use

shakers, blocks and body movement when they hear music, or to explore sound.

N Listen with children to a variety of

sounds, talking about favourite sounds, songs and music.

N Introduce children to language

to describe sounds and rhythm, for example, loud and soft, fast and slow.

N Make a sound line using a

variety of objects strung safely, that will make different sounds, such as wood, pans and plastic bottles filled with different things.

22-36 months

N Join in singing favourite songs. N Create sounds by banging,

shaking, tapping or blowing. N Show an interest in the way

musical instruments sound.

N Children's responses to

different songs, dance or music.

N Help children to listen to

music and watch dance when opportunitiesarise,encouraging them to focus on how sound and movement develop from feelings and ideas.

N Invite dancers and musicians

from theatre groups, the locality or a nearby school so that children begin to experience live performances.

N Draw on a wide range of

musicians and story-tellers from a variety of cultural backgrounds to extend children's experiences and to reflect their cultural heritages.

Creating Music and Dance

Development matters

Look, listen and note

Effective practice

Planning and resourcing

30-50 months

N Enjoy joining in with dancing

and ring games.

N Sing a few familiar songs.

N Sing to themselves and make

up simple songs.

N Tap out simple repeated

rhythms and make some up. N Explore and learn how sounds

can be changed.

N Imitate and create movement in

response to music.

N The ways children choose

to explore sound, song or movement, for example, a group of children explored

a rainforest theme through music and movement. Some used instruments to make the sounds of the rainforest, while others imitated the movements of rainforest animals.

N Widen children's experience of

music from different cultures, through experiences with different instruments and styles so that they are inspired to experiment, imitate, enjoy and extend their own expressions.

N Provide experiences that involv

all the senses and movement.

40-60+ months

Early learning goals

N Begin to build a repertoire of

songs and dances.

N Explore the different sounds of

instruments.

N Begin to move rhythmically. NRecognise and explore how

sounds can be changed, sing simple songs from memory, recognise repeated sounds and sound patterns and match movements to music.

N Children's interest in exploring sound, rhythm and the arts

such as when, in response

to listening to music that represents the sea, the children composed their own sound picture. This led them into planning and constructing a pirate ship in the role-play area and using materials in the art and technology area to make hats, flags and other props to support their play.

N Support children's developing

understanding of the ways in which paintings, pictures and music and dance can express different ideas, thoughts and feelings.

N Encourage discussion about

the beauty of nature and people's responsibility to care for it. Help children to support other children and offer another viewpoint.

N Extend children's experience

and expand their imagination through the provision of pictures, paintings, poems, music, dance and story.

N Provide a stimulus for

imaginative recreation and composition by introducing atmospheric features in the role- play area, such as the sounds of rain beating on a roof, or placing a spotlight to suggest a stage set. Provide curtains and place dressing-up materials and instruments close by.

Developing Imagination and Imaginative Play

Development matters

Look, listen and note

Effective practice

Planning and resourcing

Birth-11 months

N Smile with pleasure at

recognisable playthings.

N How a baby is pleased to see a

stripy bee soft toy, or a colourful snake that crackles when it is squeezed.

N Play games such as hiding the

snake behind your back and slowly showing it coming round the corner of the play mat.

N Have a variety of familiar toys

and playthings that babies enjoy looking at, listening

to, touching, grasping and squeezing.

8-20 months

N Enjoy making noises or

movements spontaneously.

N The way a young baby may join

in with you, moving their head or making sounds as you say, for example, "The dog went woof, woof".

N Make exaggerated facial

movements when you tell a story or join in pretend play,

so that young babies notice changes in your body language.

N Use your face as a resource

when you play pretend games.

16-26 months

N Pretend that one object

represents another, especially when objects have characteristics in common.

N How children may turn to

pretend play when an object comes to hand, for example, when a child uses a wooden block as a telephone.

N Show genuine interest and

be willing to play along with a young child who is beginning to pretend.

N Provide a variety of familiar

resources reflecting everyday life, such as magazines, fabric shopping bags, telephones or washing materials.

22-36 months

N Begin to make-believe by

pretending.

N Children's make-believe play in

order to gain an understanding of their interests.

N Sometimes speak quietly,

slowly or gruffly for fun in pretend scenarios with children.

N Offer additional resources

reflecting interests such as tunics, cloaks and bags.

30-50 months

N Notice what adults do, imitating

what is observed and then doing it spontaneously when the adult is not there.

N Use available resources to create

props to support role-play.

N Develop a repertoire of actions

by putting a sequence of movements together.

N The range of experiences

children represent through imaginative play.

N How children respond in

different ways to stories, ideas and their own life experiences.

N Support children's excursions

into imaginary worlds by encouraging inventiveness, offering support and advice on occasions and ensuring that they have experiences that stimulate their interest.

N Tell stories based on children's

experiences and the people and places they know well.

N Offer a story stimulus by

suggesting an imaginary event or set of circumstances, for example, "This bear has arrived in the post. He has a letter pinned to his jacket. It says Please look after this bear'. We should look after him in our room. How can we do that?".

Developing Imagination and Imaginative Play

Development matters

Look, listen and note

Effective practice

Planning and resourcing

30-50 months

N Engage in imaginative play and

role-play based on own first- hand experiences.

40-60+ months

Early learning goals

N Introduce a storyline or narrative

into their play.

N Play alongside other children

who are engaged in the same theme.

N Play cooperatively as part of a

group to act out a narrative. NUse their imagination in art

and design, music, dance, imaginative and role-play and stories.

N The way stories are developed

in children's play, for example, children may start swimming' on the beach' and extend their storyline into a meeting with a mermaid and their adventures with her.

N Be aware of the link between

imaginative play and children's ability to handle narrative.

N Carefully support children who

are less confident.

N Introduce descriptive language

to support children, for example, rustle' and shuffle'.

N Make materials accessible so

that children are able to imagine and bring to fruition their projects and ideas while they are still fresh in their minds and important to them.

N Provide opportunities indoors

and outdoors and support the different interests of children, for example, in role-play of

a builder's yard, encourage narratives to do with building and mending.