Birthto5Matters Download

Birth to 5 Matters:
Non-statutory guidance for the

Early Years Foundation Stage
From the Early Years Coalition

www.birthto5matters.org.uk
From the Early Years Coalition:
Early
Years
Alliance
© Early Education 2021
The right of Early Education to be identified as the author of this Work has been asserted in accordance with
the Copyright, Designs and Patents Act 1998.
ISBN- 978-0-904187-82-3
This guidance is available online at www.birthto5matters.org.uk. It may be downloaded and printed for the
use of individual practitioners, settings and schools. No part of this publication may be reproduced, stored in
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Published on behalf of the Early Years Coalition by: Early Education, 2 Victoria Square, St Albans, AL1 3TF
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2 Birth to 5 Matters - Introduction

Contents
Preface 5
Introduction 6
Foundations of highest quality provision for children 8

• Principles of the Early Years Foundation Stage 8
• Promoting voice and inclusion 9
• Play 10
• Care 12
• Quality improvement and leadership 14
• Transitions 16

A Unique Child 18
• Child development 18
• Self-regulation 20
• Learners for life: Characteristics of Effective Learning 22
• Inclusive practice and equalities 24
Positive Relationships 28
• Parents as partners 28
• Attachment and the role of the key person 30
• Supporting development and learning 32
Enabling Environments 34
• Learning environment 34
• The wider context 36
Learning and Development 38

• Observation, assessment and planning 38
• Overview of Characteristics of Effective Learning and Areas of Learning and Development 42
• Using Birth to 5 Matters to support development and learning 49
• Characteristics of Effective Learning 52
• Personal, Social and Emotional Development 55
• Communication and Language 66
• Physical Development 76
• Literacy 87
• Mathematics 94
• Understanding the World 105
• Expressive Arts and Design 113
Glossary 118
Acknowledgements 122
Birth to 5 Matters - Introduction 3

The Early Years Coalition
British Early Childhood Education Research Sector Endorsed Foundation Degrees in Early
Association (BECERA) Years Professional Association (SEFDEY)
www.becera.org.uk www.sefdey.com
Early Childhood Forum (ECF) Sightlines Initiative
earlychildhoodforum.org www.sightlines-initiative.com
Early Childhood Studies Degrees Network Steiner Waldorf Schools Fellowship
(ECSDN) www.steinerwaldorf.org
www.ecsdn.org
TACTYC: The Association for Professional
Early Education (The British Association for Development in Early Years
Early Childhood Education) tactyc.org.uk
Early Years Alliance
www.eyalliance.org.uk
The Froebel Trust
www.froebel.org.uk
Keeping Early Years Unique (KEYU)
www.keyu.co.uk
LGBTQIA Early Years
lgbtqearlyyears.org
Montessori St Nicholas
montessori-group.com
National Day Nurseries Association (NDNA)
www.ndna.org.uk
National Education Union (NEU)
neu.org.uk
OMEP UK
www.omep.org.uk
What do you like about your early years setting?
He just smiles but when

he realises we’re going
to nursery he often
signs “friends”.
Idris, 2 and a bit

Preface
Birth to 5 Matters has been developed by the Early Years Coalition, composed
of the 16 early years sector organisations whose logos appear on the inside cover
of this document.
We came together because we wanted to create a resource which pooled our members’ considerable
expertise and experience and kept alive multiple possibilities for the future of early childhood education.
The document is intended to work with members’ many values, principles and aspirations.
As a coalition we encompass a range of early years traditions and approaches and reflect the diversity
of experiences and views of our members. We hope this guidance does justice to the collaborations and
rich discussions that took place as part of its development. We have sought to reach points of consensus
and support diversity of practice and interpretation. This guidance is a reference point for practitioners
developing their practice, not a “how to” manual or a tick-list. We want Birth to 5 Matters to support
practitioners to implement the Statutory Framework for the Early Years Foundation Stage (EYFS) in a
pedagogically sound, principled and evidence-based way. Practitioners can then use their professional
judgement based on their knowledge of the children in their setting and their wider context including family,
community and the setting itself to construct an appropriate curriculum.
We also want to support practitioners to develop their curriculum and pedagogy to reflect contemporary
issues such as the impact of the coronavirus pandemic, Black Lives Matter, ensuring sustainable
development and growing up in a digital age. We believe equity, citizenship and rights education should
be clearly reflected in the implementation of the EYFS curriculum and its pedagogic approach to listen to
children’s voices on these and other issues from as early an age as possible. Children entering the early
years now will need the much discussed “twenty-first century skills” and will grow up in the context of
the “fourth industrial revolution” where digital skills are central. They may live to see further changes
we cannot yet imagine. Practitioners need to take account of this wider, ever-changing context in early
childhood education.
One of the challenges has been creating a document which will be of value to a diverse audience. The early
years workforce in England ranges from unqualified staff and volunteers to experienced professionals with
qualifications up to and including doctorates. Our aim has been to provide a resource which is accessible
across the range of staff to build an understanding of how children typically develop and learn from birth
up to the end of the Reception year (aged anywhere up to 71 months), thus ensuring high standards of care
and education are achieved. The guidance looks at the unique child in a range of situations and contexts and
seeks to provide examples of how the adults and the environment can support and enhance development
and learning. These are examples, not a prescriptive list. The trajectories and suggestions for practice may
be most useful to trainees and less experienced staff. More experienced colleagues may wish to engage
more in depth with the resources and research evidence which underpins the guidance (these are accessible
via the online version at www.birthto5matters.org.uk). We hope the mixture of the two provides an
accessible starting point as well as opportunities for extending knowledge and understanding for all.
In creating this guidance, we were to some extent constrained by the format of the EYFS and the need
for practitioners to be able to map from one to the other. In our preliminary sector consultation, we had
a majority favouring a cautious evolution whilst still wanting to maintain the framework of Development
Matters (2012). Therefore, this document builds on, and links to, what has come before.
It was co-constructed with the sector through sector surveys and working groups including a wide
representation of practitioners, setting types, sector organisations and sources of expertise (see
Acknowledgements), and feedback was shared with the sector as we progressed. We also sought out and
considered the views of young children, through a survey and literature review. We thank all those who
contributed to these processes. We look forward to future dialogues within the sector that build on this
guidance as part of continuing professional development and professional reflection, and the continued
sharing of professional knowledge and experience.
Early Years Coalition, March 2021

Introduction
Birth to 5 Matters provides comprehensive guidance, drawing on previous guidance for
the Early Years Foundation Stage (EYFS) which has been updated in order to reflect recent
research, to meet the needs of practitioners, to respond to current issues in society, to meet
the needs of children today and to lay a strong foundation for their futures.
The purpose of the guidance includes reaffirming core principles which recognise
• the child at the centre of practice
• the child’s connections within family, communities, cultures and the natural world
• the need to consider the whole child: physical, social and emotional wellbeing, health, and learning
• the child’s rights as members the child’s rights as members of society under the United Nations Convention on
the Rights of the Child (UNCRC), including:
o Non-discrimination (article 2) o Right to freedom of thought, belief and religion
o Best interest of the child (article 3) (article 14)
o Goals of education (article 29) o Right for children with a disability to live a full
and decent life (article 23)
o Right to be heard (article 12)
o Right to learn and use the language, customs
o Right to play (article 31)
and religion of their family (article 30)
o Right to freedom of expression (article 13)
• the sector’s responsibilities under the United Nations Sustainability Goals and UNESCO
Education for Sustainable Development
• the statutory requirements of the SEND Code of Practice.

Birth to Five Matters will support practitioners in all their statutory responsibilities
within the EYFS areas of learning and development and educational programmes, and
to help children make progress toward the Early Learning Goals (ELGs).
While there is a statutory duty “that providers must help children work toward” the ELGs, the
government has stated that the ELGs themselves are not the curriculum. Settings can determine for
themselves what, when, and how to offer experiences and support to help children make progress in their
learning and development from birth onward. In some cases, the organisation of strands within Birth
to Five Matters does not match the structure of the ELGs, where a more logical arrangement aligning
with child development has been used. This will help support practitioners’ understanding of child
development and how they might support children’s progress throughout the EYFS.
The “Characteristics of Effective Learning” does not include the word “Teaching” because these refer
to behaviours and dispositions of the child, not the adult. We have rephrased “Creating and thinking
critically” to “Thinking creatively and critically”, to place a stronger emphasis on the thinking skills that are
central to the creative process.
Birth to 5 Matters guidance supports children’s progress

toward all of the statutory EYFS Early Learning goals
EYFS Early Learning Goals Support in Birth to 5 Matters
CL Listening, Attention and Understanding CL: Listening and Attention
Speaking CL: Speaking
PSED Self-Regulation Characteristics of Effective Learning
PSED: Understanding Emotions
CL: Listening and Attention
Managing Self Characteristics of Effective Learning
PSED: Understanding Emotions:
Sense of Self
PD: Health and Self-care
Building Relationships PSED: Making Relationships
PD Gross Motor Skills PD: Moving and Handling
Fine Motor Skills
L Comprehension CL: Understanding
Word Reading L: Reading
Writing L: Writing
M Number M: Mathematics
Numerical Patterns
UW Past and Present UW: People and Communities
People, Culture and Communities
The Natural World UW: The World
(No ELG) UW: Technology
EAD Creating with Materials EAD: Creating with Materials
Being Imaginative and Expressive Being Imaginative and Expressive
A note on terminology used in Birth to 5 Matters

• Children refers to all babies, toddlers, and young children from birth to the end of the EYFS, up to 71 months.
• Parents refers to all carers of children in the EYFS.
• Setting refers to all types of provision delivering the EYFS.
• Practitioner refers to all early years professionals who work directly with children in EYFS settings.

Foundations of highest quality provision
Principles of the EYFS
The four principles of the EYFS underpin all the guidance in Birth to 5 Matters, which
is designed to show how these principles work together for children in the EYFS.
All children develop in different ways and development is not a linear or automatic process. It depends
on each unique child having opportunities to interact in positive relationships and enabling environments
that encourage their engagement and recognise their strengths. All children have agency and curiosity
to learn, and will interact with other people and the world around them in different ways. Understanding
these different ways of knowing about the world is central to understanding who children are and how
best to support their development.
A Unique
Child + Positive
Relationships + Enabling
Environments = Learning and
Development
Every child is a Children learn Children learn and (Recognise the)

unique child, who is to be strong and develop well in importance of
constantly learning independent enabling environments learning and
and who can be through positive with teaching and development.
resilient, capable, relationships. support from adults, Children develop
confident and EYFS Statutory Framework who respond to their and learn at
self-assured. individual interests different rates.
EYFS Statutory Framework
and needs and help EYFS Statutory Framework
them to build their
learning over time.
EYFS Statutory Framework
Practitioners Positive relationships are Enabling Environments Learning and Development
• observe and • warm and loving, • value all people Practitioners teach
understand each and foster a sense • value development children by ensuring
child’s development of belonging and learning challenging, playful
and learning, assess • sensitive and opportunities across
progress, plan for They offer the Prime and Specific
responsive to the
and act on next child’s individual • stimulating areas of development
steps needs, feelings and resources and and learning.
• support babies and interests spaces, inside and They foster the
children to develop outside, relevant characteristics of
• supportive of the to all the children’s
a positive sense of child’s own efforts effective early learning
their own identity cultures and
and independence communities • Playing and exploring
and culture
• consistent in setting • rich learning • Active learning
• identify any need clear boundaries opportunities • Thinking creatively
for additional
• stimulating through play and and critically
support
• built on key person playful teaching
• keep children safe
relationships in • support for children
• value and respect early years settings to take risks and
all children and explore
families equally
8 Birth to 5 Matters - Foundations of highest quality provision

Promoting voice and inclusion
Inclusion is a process of identifying, understanding and breaking down barriers to participation and belonging.
Inclusive early years practice is about anticipating, paying attention, responding to and reflecting on the needs
and interests of all children. A commitment to inclusion should permeate all aspects of the design of educational
programmes and the structuring of environments, as well as shaping every interaction with children, parents and
other professionals.
Inclusive principles for practice are relevant for • takes a positive approach to observation that is
all contexts and settings and place a focus on what child-centred, strengths-based and holistic
features and practices enable children to feel and be • promotes opportunities in practice to follow each
included, rather than where this takes place. Different child’s lead and listen to their voice, recognising
kinds of settings may be best placed to effectively that this will be expressed in a range of different
support different children to be included, and so ways, including non-verbally
maintaining a range of provision is important.
• uses the EYFS framework and Birth to 5 Matters or
Listening to children’s voices and recognising these other guidance to support understanding of typical
are expressed in a range of ways, including non- development, and to enable practitioners to have
verbally, is central to inclusive practice. Children’s confidence to observe, question and consider why a
right to be heard and have their views taken seriously child may be developing differently
was established via Article 12 of the United Nations
Convention of the Rights of the Child (UNCRC 1989) • bases practice on awareness that development is
and is embedded in the statutory provisions in England not a linear progression and does not move at a
of the Special Educational Needs and Disability Code standard rate, in order to promote insight into the
of Practice: 0 to 25 years (DfE/DoH, 2015). Through appropriateness of the provision and resources for
the Code of Practice, local authorities are mandated to specific children
ensure that children’s and families views are sought and • placing an emphasis on the changes that can be
contribute to educational decision-making. made to the environment to encourage play and
Identifying what each unique child “knows and can active learning on the child’s own terms
do” is the foundation of inclusive early years practice. • develops good relationships with children and
Some children will benefit from extra support and families through clear and open dialogue.
expert advice in order to get the most out of the
Understanding children as unique includes considering
opportunities for learning and belonging that their early
them in relation to others. Finding out about what
years setting affords. Practitioners learn how to offer
each child enjoys doing with the support of others
appropriate support through observation, consultation
is an important aspect of understanding children’s
and careful listening, in inclusive provision which:
development and supporting their learning.
• places an emphasis on the changes that can be made
Making sure that early years practice meets the
to the environment to encourage play and active
needs of all children means thinking about children in
learning on the child’s own terms
context. As well as making sure that the environment
• understands the starting points of every child, reflects the range of developmental stages of all
regardless of their chronological age children, it also means recognising the connections
• accepts and understands children for who they are, with children’s homes, localities and communities,
including their capabilities to sense, feel, and their weaving these into practice, and listening to families
agency to choose the things they like and enjoy including parents and carers, siblings, grandparents
doing, as well as identifying the things that they do and others who may be important in the child’s life. It
not like or enjoy also means seeking out and incorporating the views
and expertise of other professionals as needed, within
and beyond the settings and working respectfully with
each other to appreciate a range of views.
Key points
Inclusion is a process of identifying, understanding and breaking down barriers to participation and belonging.
Listening to children’s voices and recognising these are expressed in a range of ways, including non-verbally,
is central to inclusive practice.
Identifying what each unique child “knows and can do” is the foundation of inclusive early years practice.
Understanding children as unique includes considering them in relation to others.
Making sure that early years practice meets the needs of all children means thinking about children in context.
Birth to 5 Matters - Foundations of highest quality provision 9

Play
Children have a right to play. Children’s right to play is recognised as so vital to their wellbeing and
development that it is included in the United Nations Convention on the Rights of a Child (1989).
Play both indoors and outdoors is also a fundamental commitment to children throughout the EYFS.
Play, both indoors and outdoors, makes a powerful In an enabling environment, children choose to play,
contribution to children’s wellbeing, development and are in charge of their play – what to do, what to
and learning. Children play, not least because it is use, what it is about, whether to play alone or with
often fun and offers a joyful opportunity for engaging someone else, how long to play. They experience
in many different activities and being with others. As autonomy and can develop confidence in their own
they play children immerse themselves in what most agency through their ability to make choices and take
interests them, and in the process find out about responsibility.
themselves, other people, and the world around them.
Having freedom and time to play in an appropriately
Because play is open-ended and flexible, children can
stimulating and resourced environment which is
explore and experiment with confidence, take risks and
finely tuned for babies, toddlers and young children
challenge themselves at the limits of their capabilities,
supports development and learning across all areas.
without fear of failure.
Outdoor spaces particularly provide rich opportunities
In play children can become deeply involved as they for sharing ideas and feelings with peers. Playing with
take things they already know and combine them in others, such as an interested adult who participates
new ways so that their understanding deepens. They without directing the play or with other children, is
may build on existing learning, through interaction likely to foster and extend learning. Playing together
with a quality environment and open-ended resources, often introduces new elements of play, as well as
or alongside a playful adult. In transforming their stock bringing the challenge of communicating ideas to each
of knowledge into new connections and applications, other.
children develop mastery of concepts. They embed
skills and knowledge, explore and experiment with
ideas and new ways of thinking, support their own
creativity and develop their individual dispositions. Play is essential for
children’s development,
building their confidence as
they learn to explore, relate
to others, set their own
goals and solve problems.
Children learn by leading
their own play, and by taking
part in play which is guided
by adults.
Statutory framework for the early years foundation stage,
EYFS reforms early adopter version 2020

Adults must have a deep understanding of how Play, while central, is not the only way in which
play of different types supports children to develop children develop and learn in the early years. Children
and learn, and be able to discuss this with parents. also have opportunities to learn through first-hand
Research has identified many different types of play, experiences of all sorts, alongside being shown how
enabling practitioners to understand the choices to do things, having conversations, and taking part in
children are making and how best to support their activities which are planned by adults to introduce or
thinking. Children may be pursuing different purposes practise particular skills. Such adult-led activities are
in sensory play, exploratory play with objects, not play but they are most effective when they use
schematic play, symbolic play, pretend play (alone, in some of the features of play to engage and motivate
role or with small world objects), cooperative role play children, by ensuring that they are playful – with
with others, fantasy and superhero play, physical play, elements of choice, hands-on experience, connections
rough and tumble play, risky play, or digital play. As to children’s interests, and enjoyment.
each of these supports children’s development and
learning in different ways, early years provision should
ensure that opportunities are available for all types of
play. Through observing and reflecting on children’s
play, adults can gain insights into the child’s purposes
and how best to support them.
Because play is spontaneous, flexible, and unique
to each child, settings can find it challenging to
support play and advocate for play. It is essential for
practitioners to gain insights from play’s unique ability
to show children’s dispositions to learn. Settings must
also know and understand each family’s individual,
cultural approaches to play in order to support
meaningful experiences which are inclusive of all.
Key points
Children have a right to play.
Play, both indoors and outdoors, makes a powerful contribution to children’s wellbeing, development
and learning.
In play children can become deeply involved as they take things they already know and combine them in
new ways so that their understanding deepens.
Children choose to play, and are in charge of their play.
Having freedom and time to play in an appropriately stimulating and resourced environment which is
finely tuned for babies, toddlers and young children supports development and learning across all areas.
Adults must have a deep understanding of how play of different types supports children to develop and
learn, and be able to discuss this with parents.

Care
Being an early years practitioner means being part of a caring profession, at the core of which is caring for
and about babies and young children from birth to 5 and beyond. This involves having feelings of concern,
responsibility and love for children, and also engaging in nurturing behaviours - being watchful, protective
and acting with care, affection and regard for children and their rights to ethical treatment. This concept
of care requires that all early years professionals give careful attention to what they do, and do what is in
the best interests of each child.
Effective early years provision pays as much of self and wellbeing through focused interaction and
attention to children’s care as it does to play and attentive care, building secure, trusting, relationships
learning as these are intertwined and impact equally which help babies and young children to feel confident
on children’s development and overall well-being. to explore and play. These are also times for learning,
with rich opportunities for focused attention,
Care includes emotional aspects, relationships, and
sustained conversations and for repeating and
also physical interactions. How practitioners touch and
recalling experiences, which are essential elements for
physically interact with children and how they organise
practising cognitive processes that support learning
to meet children’s physical care needs are therefore
overall.
central to early years pedagogy. Although this may
apply most directly to practitioners working with our Respectful caregiving requires thoughtful
youngest children, practitioners working with older organisation. For consistency and continuity, the key
children, including those with special needs, also need person should undertake the physical care of their key
to ensure that all physical interactions impart kindness children, and for times when the primary key person is
and respect. away a secondary key person or “buddy” system should
be implemented.
Babies and young children first come to understand
themselves through their bodies and understand • Organise for predictability and flexibility:
much of what others think of them and how much prioritising physical caregiving means planning for a
they are loved and valued through touch and physical balance between having familiar, predictable times
interactions. Non-verbal communications are of day and the flexibility to be responsive to children
internalised into children’s developing sense of self and as they require.
shape their behaviours, actions and attitudes towards
• Organise for individualised care within a group
others. Practitioners must pay attention to their own
routine: a balance needs to be struck between
physical gestures and facial expressions to ensure that
caring for the whole group and caring for individual
they hold, touch and handle babies and young children
children. Practices that treat children as if they have
gently, sensitively and with respect. This will give
identical needs do not support children’s positive
children a sense of being recognised, understood and
self-concept or sense of autonomy. For our youngest
valued.
children, individual routine and care sequences that
Effective provision includes reflecting on and reflect their home experiences should be followed
planning for physical care events such as dressing, where possible and advisable, to provide continuity
washing, feeding, sleeping, changing and toileting, as and connect with the home.
well as children’s play and learning. Settings should
• Organise the environment and resources: a care
ensure physical caregiving is given sufficient time and
environment should contribute to the practical
thought to create situations that are valuable and
effectiveness of the practitioner through its layout
enjoyable for both child and practitioner.
and resourcing, and enable the child to feel safe,
Physical care events are precious times when the comfortable and capable, and able to influence what
practitioner is one-to-one with a child, with many happens.
opportunities for supporting a child’s positive sense

Respectful caregiving requires respectful • adapting your approach, actions and gestures
interactions. In a respectful caregiving approach, according to the individual child’s responses, needs
the practitioner recognises the child as a free and and preferences
equal human being, with whom they are working in • encouraging co-operation and participation through
co-operative partnership. The adult does everything inviting the child to take part, asking permission and
with the child rather than to the child, so care events letting them know what is intended before taking
become co-operative dialogues in which the child feels action, creating opportunities for the child to do
competent, recognised and valued as an individual. things for themselves, giving the child manageable
Practitioners should keep in mind that this is time for choice and allowing for autonomy of movement.
building trusting relationships with a child and for
positively supporting their developing self-concept.
This can be achieved by:
• paying attention to body language, voice tone, touch
and gesture, remembering the messages that each Key points
of these will convey to the child and how they will
make the child feel Effective early years provision encompasses and
pays as much attention to children’s care as it
• giving full attention to the child, observing and does to play and learning.
responding to all their communications and
Effective provision includes planning for and
following their cues reflecting on physical care events such as
• slowing down: if care is going to be truly dressing, washing, feeding sleeping, changing
participatory and respectful, it needs to be and toileting.
unhurried Respectful caregiving requires thoughtful
organisation.
• inviting and suggesting: offering explanations and
reassurance; being patient and giving the child time Respectful caregiving requires respectful
to respond and participate interactions.

Quality improvement and leadership
Research shows that effective high-quality experiences in the early years will have a significant positive
impact on children’s development, their progress through school and on into adult life. The importance
of quality improvement and effective leadership sits alongside the four basic principles of practice within
the EYFS, acting as a golden thread throughout Birth to 5 Matters. Recognising and valuing the role of the
leader results in a more reflective and analytical approach to practice that in turn supports a culture of
continuing improvement.
Leadership and quality improvement run through Quality improvement is a continuous process. At a
the EYFS Principles. The four principles of the EYFS basic level, high quality early years provision can be
underpin effective practice in the care, development defined as a provision which:
and learning of young people. Each of these principles
• improves outcomes for every child through high
can be applied to leadership and quality improvement,
aspiration and effective pedagogy
just as they apply to young children.
• provides personalised learning, development
and support – tailored to the needs of individual
A unique setting Every setting is different in terms of children
location, finances, resources, practitioners, children,
• builds the foundations for future success, wellbeing
families, and leadership. Every aspect of a setting is
and lifelong learning
equally important, and should be given due attention,
as the setting finds its own way of doing what is best • involves parents/families in their children’s
for children. development and learning.
A continuously improving setting needs continuing
professional development for all practitioners. In a
Positive relationships There are many stakeholders
continuously improving setting the leaders will:
within each setting including children, families,
practitioners, the leadership team and the wider • always have the child at the heart of everything
community. Respectful and effective communication • have energy, enthusiasm and a principled care and
is key to supporting active and confident membership educational vision
of the group, with the aim of creating trusting and
collaborative working relationships. • employ a whole setting approach, support
collaborative working and the collective
identification and clear expression of research-
Enabling environments The environment supports informed pedagogical objectives related to the
not only the children and families but also the EYFS framework that promote wellbeing and
practitioners and leadership team. The adults working achievement for all children
in every setting need to feel healthy and safe, to enjoy • recognise the value of continuous quality
and achieve, to make a positive contribution and to improvement and how it impacts on children’s
experience economic wellbeing, as do the children and wellbeing and achievement
their families.
• be open to change and see value in supporting staff
to voice and trial their own ideas
Learning and development Quality improvement • engage in self-evaluation and quality improvement
and effective leadership rests upon commitment processes as the basis of ongoing internal review –
to collaboration and reflective practice where assessing what the setting offers against robust and
practitioners do not simply settle for what is, but are challenging quality criteria
open to possibility thinking about what might be. The
adults in any setting need opportunities to develop • draw on the wide range of quality improvement
their thinking and their practice through training and tools available, ensuring the tools are fit for purpose
development activities, and an opportunity to share • lead a collaborative learning culture – providing
their ideas with others. time and space for sharing knowledge and support
for continuous professional development for all
staff

“I love O, M, and E (the practitioners in her room).

I love the babies. Not real babies, pretend babies.”
Matilda, 2 years 10 months
• lead and encourage a culture of reflective practice, • engage in regular cycles of planning and review,
self-evaluation and informed discussion to informed by accurate observation and record-
identify the setting’s strengths and priorities for keeping focusing on children’s development and
development learning progress, and any statutory assessments
• gather observational evidence rather than just data • engage in supervision, respond to guidance and
advice, and know when to seek support and extra
• look beyond the setting for advice and support
help
• seek and act upon the views of all stakeholders
• are keen to share best practice with other
(families, children, staff, outside professionals)
practitioners through local, regional and national
• pay attention to the health and wellbeing of networking
practitioners.
• are committed to the development of sustained
A continuously improving setting will have well- shared thinking by offering encouragement,
qualified and experienced staff who: clarifying ideas and asking open questions which
• are appropriately trained, with up-to-date skills and support and extend children’s thinking and help
qualifications children make connections in learning – while
ensuring a balance between adult-led and child-
• are motivated and supported to continuously raise initiated activities
their skills and qualification level to level 3 and
beyond • work in close, supportive partnership with families –
sharing information to nurture the child’s wellbeing,
• are open to ongoing professional dialogue, and involving them in their child’s continuous
reflective practice, and collaborative work to development and learning
continuously improve practice to help improve
outcomes for every child • work together with other practitioners and parents
to support transition, within and between settings
• are committed to embedding inclusive practice and between early years settings and primary
which values diversity and celebrates differences in school.
children
Key points
Leadership and quality improvement run through
the EYFS Principles.
Quality improvement is a continuous process.
A continuously improving setting needs
continuing development for all staff.

Transitions
High quality transitions recognise the importance of feeling “known”. Key to a high-quality experience
for all children in the early years is ensuring continuity between home, key people and all the settings that
make up children’s individual learning journeys. In today’s society children may have many out-of-home
experiences, through childcare, toddler groups, family day care and more than one nursery, and they
may appear to straddle change with ease. But while transitions may occur with great frequency, not all
children navigate these comfortably or happily.
Some children are particularly vulnerable at times of educational psychologists. These perspectives enable
transition. Moving from a place or situation in which all those involved with the child to plan for their
children feel “known” into one in which they feel individual needs more effectively.
“unknown” can raise insecurities about having their
Conversations between teachers in Reception classes
entitlements and needs met. While some children have
and Key Stage 1 are particularly valuable in order for
the resilience to cope with change, others are more
the environment, the pedagogy and the practices in
vulnerable to uncertainty.
Year 1 not to be developmentally different from those
Children who lack confidence or have low self-esteem, in Reception. Reception teachers will have knowledge
those who are summer-born or born prematurely, of children that can support teachers to bridge the
babies separated from parents for the first time, some transition into primary school effectively.
children with disabilities or complex health needs,
Effective transition is a process rather than an
those for whom English is not their first language and
event, and should be planned as such. Practitioners
those who have simply had to cope with too much
demonstrate this by enabling children and their
change or loss in their young lives may be particularly
families to become as familiar as possible with where
vulnerable at times of transition.
children are going and with whom they will be building
Many children become particularly anxious about relationships, before any move actually takes place.
making new relationships, whether those are with
Expectations can be formed over an extensive period
other children or with the adults with whom they will
of time in the lead-up to transitions. Children’s
spend their time. The support of their friends and
expectations are formed largely by what their families
friendship groups can help protect children from the
say and how they act, so practitioners need to work in
potentially negative impact of transitions.
partnership with children, families and communities
Transition for children who are more vulnerable is in a planned and proactive way to make transitions as
effectively supported when they are given additional smooth and seamless as possible.
times and opportunities to make the necessary
Practitioners can make transitions more seamless
readjustments to the changes ahead, and when their
by first visiting children in the setting in which they
emotional development and wellbeing is prioritised.
are known, confident and comfortable. Ideally, this
Practitioners help by being warm, responsive and by
would be the home as the place where children feel
recognising challenging behaviour as a manifestation
most secure and where children can see their parents
of feelings.
and practitioners developing warm and positive
Transitions are opportunities for professional relationships. Practitioners can also visit the setting
dialogue both within and between settings, as well as that children are currently attending so children
with the home. It is the responsibility of all early years meet new adults in a familiar place. During these
practitioners to ensure that children feel welcomed, times practitioners can learn about the child from the
gain a sense of belonging and are helped to settle parents as well as give information, in order to be fully
happily. aware of and responsive to the needs and concerns of
each child and their family. It is important that families’
At points of transition it is valuable to gather the
concerns are listened to, but are voiced away from the
perspectives of all those who have worked with the
child.
child such as other practitioners, speech therapists,
health visitors, bilingual teaching assistants and

“The toys, the garden, my

friends. That mummy’s
waiting for me.”
Harvey, 4
Children then need to visit their new setting with a In order for transition to KS1 to build on the best of the
parent and/or key person so their first experience of EYFS, it is helpful when senior leaders are sufficiently
any new setting is with a familiar and trusted adult. knowledgeable about child development at this age, to
For all children – and parents - at every transition in support their practitioners in planning a learning day
the early years and beyond, repeated opportunities that is developmentally appropriate.
for relaxed contact with and visits to the new setting
over a sustained period of time can support a positive
move. Transition processes that are tailored to meet
the needs of each unique child are more effective than
a “one size fits all” process.
The key person makes essential connections. When
children enter their new setting the task of providing
continuity is made easier by a warm welcome from
responsive and available practitioners. A child’s key
person is the essential link between home and the
new setting, and is vital in providing reassurance and
creating close, supportive, ongoing relationships with
families.
It is valuable to consult both children and their parents
on how they feel about any forthcoming transition
and whether they need support. Parents often have
a different perspective on their child than the key
person, which can help enrich a setting or school’s
understanding of the child. In turn, parents and carers
can learn much from the setting or school to support
their child’s development at home.
Connections that are maintained, where possible,
with previous Key Persons can be reassuring and offer
continuity for children and their families. Key points
Transition includes moving from EYFS to KS1. As Transition is a process, not an event.
children move from the EYFS into KS1 they need High quality transitions recognise the
continuity of experience, with the ways in which they importance of feeling “known”.
learn successfully in their Reception class continued
Some children are particularly vulnerable to at
into Year 1. This does not mean that what they will
times of transition.
learn will be the same, but how they learn should be
very similar and familiar. Transitions are opportunities for professional
dialogue.
In KS1 children’s learning experiences can remain
a balance between learning led by the teacher and The key person makes essential connections.
learning led by the children. Play is a vital way in which Transition includes moving from EYFS to KS1.
KS1 children continue to learn skills, strategies and
attitudes that adult-led learning does not teach.

A Unique Child
Child development
Each child is unique, and while we can be guided by an understanding of some general patterns of
development from pre-birth into early childhood, progression is uneven and unfolds differently for each
individual child. The complex differences for each child mean the pathways toward maturity should
be seen more as dancing around a ballroom than climbing a ladder. A child’s growth, development and
learning are interrelated in complex ways from the moment of conception all the way through infancy
to early childhood and beyond. Experiences during the early years strongly influence a child’s future
development, as development and learning build on what has already been acquired.
Development is a continuous process which is of other domains. It is important to consider the

influenced by many factors. Development refers to whole child at the centre of the many influences on
the processes through which the body, brain, abilities development.
and behaviour of the infant, child and adult become
The baby’s brain is not simply a fixed structure which
more complex and continue to mature throughout life.
develops in a genetically pre-determined way. It
Development involves cognition, memory, attention,
depends on external stimulation from experience to
language and communication as well as feelings,
form neurological connections. Babies and children
relationships and sensory-motor skills. Although
are not passive in the process of development, but
development is often considered in terms of different
are actively stretching their own capacities as they
aspects, it cannot really be compartmentalised since
observe and interact with other people, objects and
one domain very often influences the development
events in the world.
hich infl uence develo

c tors w pm
F a en
t
Relationships are
central to children’s wellbeing
and their learning, as sensitive Children can thrive when they
adults engage in serve-and- feel safe, valued and loved.
return interactions and Emotional self-regulation
support and extend children’s is a critical support for
curiosity, learning, autonomy development and learning.
and self-regulation.
Emotional
Interactions health and
A sense of belonging wellbeing Good health and
and place in the wellbeing enable
community provides children to participate
Physical
a base for a child’s Culture and in and enjoy learning
health and
developing identity community experiences, and gain
wellbeing
and enhances the most benefit.
learning.
Experiences Individual
in the world pathways
Child as
Children’s early active Although development
experiences learner tends to follow predictable
influence biological patterns overall, each
and neurological child’s journey will be an
development and Children develop and individual, winding pathway,
ability to learn. learn through physical unique to that child.
and mental engagement
and challenges. They have
agency in their involvement
with other people, objects,
ideas and events, and build
working theories about the
world around them.
18 Birth to 5 Matters - A Unique Child

Emotional health and wellbeing things out, build their competence and confidence
through repetition, and feel satisfaction at their own
Early relationships strongly influence how children
achievements, as well as accepting what does not
develop, and having close, secure attachment to their
work.
carers is important for children’s healthy development.
Positive relationships support wellbeing and the Interactions
gradual development of self-regulation. When adults The adult’s role as co-regulator is critical in a child’s
tune in to children’s signals and respond sensitively development of self-regulation (children’s ability to
and consistently to meet their needs, children can feel regulate their thoughts, feelings and behaviour). As
safe, relaxed, and loved. Regular patterns of activities they observe and interact with their peers and adults,
which create routine and help children to know what children gradually move from the experience of being
to expect next also foster a sense of security and self- supported in managing their feelings, thoughts and
confidence. behaviour, to developing the ability to regulate these
Physical health and wellbeing more independently. Sensitive and skillful adults play
a key role in supporting development and learning,
Being physically healthy includes having nutritious
through observing children and deciding when to
food, a clean and safe environment, appropriate
step back and when to offer support, encouragement
clothes; healthcare; mental stimulation; movement
and stimulation for children’s own efforts. Children’s
and activity; rest and sleep; access to the outdoors and
language is enriched and enhanced by back-and-forth
loving relationships. Focus on the health and wellbeing
exchanges with practitioners who respect and respond
of children should be in the “here and now” and not
to children’s conversation.
exclusively on longer-term outcomes. It is important to
provide opportunities for children to develop sensory Experiences in the world
integration, balance and coordination, and gross Children build on their experiences; the wider and
and fine motor skills, through their play indoors and deeper their exposure, the greater potential they have
outdoors. Accessibility of all environments for children for secure development. Children need opportunities
with complex health conditions or disability should to practise what they know, to consolidate and apply
be ensured. Poverty and inequality have an impact on learning from one context to another, and to develop
health, wellbeing and life chances. new knowledge and skills. Children will build on
Individual pathways experiences in the natural, built and virtual worlds.
Children develop in different ways and rates of Culture and community
development vary from child to child, and from time Development and learning are enhanced when there
to time. Each child’s unique history, including their are connections and relationships between early
experiences and opportunities, is important as the childhood settings, home and other places and spaces
starting point for supporting their development and in children’s lives. Connections across environments
learning. Many factors, such as low birth weight, child support children to bring their interests and “funds
temperament, a recent move or their family being of knowledge” that may provide an anchor for them
under stress, can also affect a child’s development. and an impetus for their learning. Children and
Emphasis must be on enhancing children’s sense of self families need to feel secure, accepted and that they
and on supporting what children can do, rather than belong – both within and beyond a setting. Diversity
focussing on what they cannot yet do. of communities must be respected and celebrated,
Child as an active learner widening each child’s sense of belonging and sense of
place in the community, while the uniqueness of each
Children are innately driven to become more
family, regardless of differences, is acknowledged and
competent, and they find and embrace the next
honoured.
stages in their development and learning, meeting
challenges and practising to develop their skills
and independence. The emotional and physical
environment should enable and encourage children’s
agency as they make decisions, take risks and try
Birth to 5 Matters - A Unique Child 19

Self-regulation
Developing self-regulation, like many elements of development and learning, is not something children
do by themselves. It is a process that grows out of attuned relationships where the caregiver and baby or
child are closely attentive to each other and engage in sensitive, responsive exchanges.
There is no single definition of self-regulation, with – perhaps from being hungry, uncomfortable, or
aspects of it being referred to in many different ways unhappy for any reason – to return to a state of calm.
– including impulse control, behavioural control, Through voice, sensitive handling, and tuning in to
emotional competence, self-direction, and executive respond promptly to a baby’s signals, the adult helps
function. While there are other domains such as the baby experience returning to balance after being
biological self-regulation (e.g. babies building their in a state of emotional arousal. Each experience of
ability to regulate body temperature and recognising co-regulation helps to build the neural pathways that
body sensations such as hunger), it can be most helpful regulate emotion.
to focus on the interlinked aspects of emotional self-
Cognition interacts with emotions, as the baby learns
regulation and cognitive self-regulation, and how these
to recognise and interpret situations which then
work together to enable children to manage thoughts,
results in a different emotional response. For instance,
feelings and behaviour.
a fretful baby who needs attention and can wait
Self-regulation involves children’s developing ability when hearing the carer’s voice, rather than wailing
to regulate their emotions, thoughts and behaviour in deep distress, has learned from the adult’s prompt
to enable them to act in positive ways toward a responses to their cues that help will be provided and
goal. The rapid brain development which takes place it is possible to wait. Gradually an adult’s soothing a
in early childhood paves the way for the growth of baby toward sleep at bedtime can be transferred to
self-regulation, which develops both through the the baby who learns to self-soothe when waking in the
maturing of the brain’s neural systems and through night.
opportunities to practice. It continually develops
For young children, co-regulation also has both
through to adulthood, with further development
emotional and cognitive aspects. It includes the adult
of self-regulation taking place in adolescence. Self-
modelling calming strategies and naming and talking
regulation is now recognised as crucially important
about feelings and ways to manage. This helps children
in young children’s development, strongly predicting
learn to recognise their feelings and builds their
children’s later success in relating to others and in their
cognitive awareness of strategies to reduce or manage
learning, while supporting lifelong mental and physical
extremes of emotion. At the same time, adults scaffold
health.
cognitive self-regulation by talking with children about
Self-regulation depends on and grows out of co- thinking and learning.
regulation, where adults and children work together
The foundations of emotional and cognitive self-
toward a common purpose, including finding ways to
regulation in the early years are integrally tied
resolve upsets from stress in any domain, and return
together, and both are necessary for behavioural
to balance. Over time and with consistent practice,
self-regulation. Emotions running very high get in the
the process shifts from co-regulation between adult
way of cognitive aspects of self-regulation, as a child
and child to the child’s self-regulation. The flexibility of
who is experiencing very strong emotions will have
brain cells and pathways in the early years means that
difficulty in holding back impulses, focusing attention,
the brain’s architecture is altered in response to the
or thinking in flexible ways to solve problems. Over-
quality and consistency of co-regulation experiences,
arousal of the emotional part of the brain constrains
building the capacity for self-regulation.
the thinking part, so a child who is very upset will first
In its earliest stages, co-regulation involves a carer
helping a baby who is overwhelmed by feelings

need help through emotional co-regulation before
they can begin to think about the situation.
Cognitive self-regulation includes focusing attention,
executive function (usually defined as including mental
flexibility, inhibitory control, and working memory),
goal-setting, self-monitoring, problem-solving, taking
different perspectives (such as being aware of others’
thinking and picturing the future), and decision-
making. When feelings are in balance, a child is able
to use developing cognitive skills to make decisions
about their goals and what behaviour is needed,
such as choosing to apply the executive function of A pedagogy which includes co-regulation strategies
resisting impulses or concentrating. At the same time, will help children develop self-regulatory skills.
children can begin to use cognitive self-regulation Researchers have identified three basic strategies for
to support emotional self-regulation, by monitoring co-regulation:
their emotional state and deciding on strategies to • Positive Relationships – Provide a warm,
calm themselves if necessary. A child managing their responsive relationship where children feel
behaviour, then, depends on emotional and cognitive respected, comforted and supported in times of
self-regulation working together with both aspects in stress, and confident that they are cared for at all
balance. times.
Self-regulation is not the same thing as compliance, • Enabling Environments – Create an environment
such as sitting still and listening when expected to. that makes self-regulation manageable, structured
A child who is stressed and struggling to resist the in a predictable way that is physically and
impulse to move or speak is very different from a child emotionally safe for children to explore and take
who is calm and alert, in a balanced state of feeling, risks without unnecessary stressors.
thinking, and behaviour. Children can fluctuate in their
capacity to self-regulate just as adults can. It is not a • Learning and Development – Teach self-regulation
fixed state. However, noticeably large regressions may skills through modelling, suggesting strategies,
indicate high levels of distress or be in response to a providing frequent opportunities to practice,
traumatic experience. and scaffolding to support children to use self-
regulation skills.
Key points
Self-regulation involves children’s developing ability to regulate their emotions, thoughts and behaviour
to enable them to act in positive ways toward a goal.
Self-regulation grows out of co-regulation, where adults and children work together toward a common
purpose, including finding ways to resolve upsets from stress in any domain and return to balance.
The foundations of emotional and cognitive self-regulation in the early years are integrally tied
together, and both are necessary for behavioural self-regulation.
A pedagogy which includes co-regulation strategies will help children develop self-regulatory skills.

Learners for life: Characteristics of Effective Learning
Education for children’s futures requires supporting children’s ability to learn and think for themselves.
We cannot predict what challenges children will face in their unknown futures in a complex and rapidly
changing world. The best preparation we can give them in their early years is to promote positive
dispositions by providing living experiences of making choices, innovating, taking responsibility, facing
challenge, thinking flexibly and critically, and learning how to learn so that they will be able to respond
to their unfolding futures. Supporting children in the Characteristics of Effective Learning, a statutory
element of the EYFS, is a central responsibility in early years provision. The three aspects are Playing and
Exploring, Active Learning, and Thinking Creatively and Critically.
Each unique child is an active agent of their own their learning. Experiences which endorse children’s
development. From birth children are primed to agency and autonomy reinforce and develop their
reach out to interact with other people and the world learning powers.
around them, and early development and learning are
Play and self-initiated activities are ideal
rapid and powerful. The Characteristics of Effective
opportunities to build Characteristics of Effective
Learning represent the active role children adopt as
Learning. In play, children can follow their own innate
they follow their curiosity and push themselves to
curiosity and drives to find things out, to relate to
become more competent and to understand more, and
others, and to be in charge of their own actions.
are rewarded by the inner satisfaction of mastering
Adults provide an enabling environment for Playing
new skills and feeling their independence grow.
and Exploring through experiences and interactions
While the Areas of Learning and Development outline that respect children’s ideas, autonomy and interests.
different elements of what children may learn during In play, children decide what they will do – often in
their first years, the Characteristics of Effective collaboration with others - what their play is about,
Learning describe how children learn. These learning who they will play with and for how long. They follow
dispositions, behaviours and habits of mind are their own curiosity and find their own challenges,
particularly important in the EYFS because they build using their senses and movement to explore the world
the foundations needed to support children to become and their imaginations to act out what they know and
strong lifelong learners and independent thinkers. how they feel. They are free to take a risk with new
experiences, in open-ended activity. Exploratory play,
Children’s emotional wellbeing is the first necessity
where babies and young children use movement, their
for effective learning. Children need to feel safe within
bodies and their senses, is fundamental to each child’s
warm, loving and caring relationships. When children’s
understanding and sense of agency.
primary need for emotional safety is met, they can then
relax and move into exploring, taking risks, making
discoveries, and experiences of the deep involvement
through which they learn. Adults can help children to
feel confident and at ease by providing environments
that meet children’s need for tenderness and affection,
relaxation, inner peace, enjoyment, openness, safety,
and belonging.
Through co-regulation, over time effective learners
develop self-regulation, the ability to regulate
their feelings, thoughts, and actions toward a
goal. Self-regulation includes both emotional self-
regulation developed through emotionally supportive
relationships, and cognitive self-regulation described
in the Characteristics of Effective Learning. When
there is support for children’s sense of agency –
knowing they have control of their own decisions,
goals and actions rather than simply being passive in
their experiences – children are likely to be effective in

“Playing in the writing area,

playing with my friends, the
climbing frame and the digging
area and looking after bugs.”
Olivia, 5
Imaginative play is powerful in helping children to

make sense of their ideas and feelings, their identity,
their experiences of the world, and their place in it. It
is also highly supportive of children developing self-
regulation and executive function. As children engage
in pretend play, they regulate their own thinking and
behaviour. They need to be flexible as the direction
combine ideas in spontaneous ways. They make
of play changes, remember what they are doing and
meaning as they notice patterns and build their own
the point of their activity, and follow the rules they set
working theories to make sense of their experiences,
for themselves either alone (If I’m pretending to be a
then make predictions and test them to refine their
cat, I don’t say “Woof, woof”), or with others (You be the
understanding. Problems are identified, possible
shopkeeper and I’ll be the customer).
solutions invented, and with support children become
In play children also have opportunities to engage in increasingly able to monitor their efforts, to alter their
Active Learning, as they are intrinsically motivated approach flexibly when needed, and to review how
toward their own goals. By tuning in to the children well it went and what they have learned. This critical
and providing time, space and resources for children to thinking becomes more conscious and under children’s
manage, adults can foster children’s growing powers to control especially through talking with others about
concentrate with deep involvement. Sensitive adults their thoughts, sharing and developing ideas together.
can support resilience by helping children to develop a
Adult-planned activities can offer scope for children
view that not getting the result they (or others) wanted
to reinforce and develop their self-regulation and
or were expecting is not a failure, but an opportunity
learning powers, when they are organised to include
to try again, learn and develop, and that they can keep
opportunities for children to explore, follow their
on trying and persisting even in the face of challenge or
interests and think for themselves – building on
difficulties.
children’s engagement, motivation, and both creative
As they play, children have rich opportunities for and critical thinking.
Thinking Creatively and Critically. Children think of
their own ideas, imagine possibilities, and creatively
Key points
Education for children’s futures requires supporting children’s ability to learn and think for themselves.
Each unique child is an active agent of their own development.
Children’s emotional wellbeing is the first necessity for effective learning.
Play and self-initiated activities are ideal opportunities to build Characteristics of Effective Learning.

Inclusive practice and equalities
A commitment to valuing and respecting the diversity of individuals, families and communities must sit
at the heart of early years practice. Inequalities persist in society, with far-reaching effects on children’s
education, health and life chances. Early years settings have a vital role to play in explicitly addressing all
forms of discrimination and prejudice. In doing so, we will meet the Equality Act 2010 requirement that
no child or family is discriminated against in terms of the protected characteristics: age, disability, gender
reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership.
Inclusion and equalities apply to all children and may overlap. Such combinations are known as
families. These characteristics of identity apply to intersectionality, and may make some children and
all people, not just those in minoritised groups, so families more prone to discrimination or privilege than
equality means considering practices in relation to others.
all individuals and groups. Each child and family bring
Equity and inclusion require more than treating
their own identity, values and their unique funds of
everyone the same. There is an important difference
knowledge that are built over time by taking part in the
between equity and equality. Equality aims to
practices of their community.
provide fairness through treating everyone the same
No matter how well-meaning, human beings are regardless of need, while equity achieves this through
subject to bias. We are all influenced by ideas from the treating people differently dependent on need.
society we live in which affect our attitudes, beliefs While it is vital for all children and their families to be
and the way we see others and how they may live their included and for difference to be celebrated, it is also
lives. By becoming aware of and challenging any bias or important that early years practitioners are aware
misconceptions, practitioners can work with families of the significant physical, emotional and cognitive
in an equal partnership that requires actively listening barriers many children encounter in accessing early
to the realities, experiences and perspectives of each education. Low socio-economic status, mistrust of
individual. Creating an ethos of equality involves the establishment, lack of access to play experiences,
being aware of how all the practices and environments overcrowded living conditions, parental illiteracy, etc.
in an early years setting appear through the lens of all take a toll. Practitioners should acknowledge the
each unique child. Managers should ensure that time unique situations that families find themselves in, and
is given for individuals and staff teams to engage plan to lessen the effects of these barriers by offering
in reflective practice, thinking through issues of additional opportunities, for example increased time
inclusion and equalities including their own views and on balance bikes for those children living with no
prejudices, and to think through future concerns as access to outside space.
they arise including possible conflicts with views that
children may encounter at home.
Practitioners should share their willingness to
challenge stereotypes and misunderstandings as they
arise in play, conversation, books or other contexts
– whether about communities, families, languages,
gender, special educational needs, disabilities, race,
ethnicity, faith or cultures. Settings can value the
diversity they hold. Practitioners themselves carry
a wealth of knowledge from their own diverse
backgrounds that should be celebrated.
As well as legally protected characteristics, diversity
in the setting may include children living in temporary
accommodation, refugees and asylum seekers, or
children and families that have very different lives
or family structures. When families engage with
services, it is important to bear in mind that in some
families’ protected characteristics or identity markers

Practitioners should also be aware that within any
organisation there are often “taken for granted” norms
which are unspoken and implicit, for example: we wear
coats when we go outside, we go outside even if it’s cold
or raining, boys and girls play together, it’s great to get
messy, food play is good, we eat with our knives and
forks. Practitioners need to understand that these are
not universal values, and their assumptions may need
to change. Sometimes children and their families may
require extra support, such as provision of wellies, and
sensitive conversations to develop trust.
Talking about race is a first step in countering racism. Attitudes toward gender and sexual orientation
It is a mistaken assumption that treating all people can limit children and create inequality. During the
in the same way and ignoring differences in race is a early years a child’s attitudes and dispositions are
sufficient response to racism. This approach simply continually being shaped. Children are influenced
allows the continuation of bias in society which by their environments and the adults around them
disadvantages people from black and minoritised in ways which often affect children’s own ideas
groups. Instead of a colour-blind approach to race, about themselves. In terms of gender and sexual
more proactive anti-racism is needed. orientation, young children can develop stereotypical
ideas about how they should be and who they should
Practitioner training is an important step toward become which can limit their potential. It is important
opening dialogue and developing understanding about that practitioners do not shy away from these
white privilege, systemic racism, and how racism affects conversations and instead challenge the effects of
children and families in early years settings. It is also prejudice and discrimination. Children’s resources and
time to challenge the widespread notion that “children books should avoid stereotypical depictions of people
do not see race” and are colour blind to difference. on the basis of gender and sexual orientation.
When adults are silent about race, children’s racial
prejudice and misconceptions can be maintained or A child may also be part of a family which is LGBTQIA+
reinforced. Encouraging dialogue and conversation (lesbian, gay, bisexual, transgender, queer, intersex,
about difference can evoke children’s strong sense asexual, plus other variations). Early years settings
of fairness and break down false assumptions about have an opportunity to prevent prejudices from
everyone being able to succeed on their merits, so that occurring by ensuring that these children and
children recognise racist behaviours and develop anti- their families feel welcome and valued. In practice,
racist views. this means that settings should ensure that their
environments are welcoming and supportive and
What do you like about your early years setting? actively celebrate the value of diversity. Ultimately,
supporting children to embrace and celebrate
“My friends. My friends playing differences between them, their families and others
with me. Best of all my friends is a crucial part of doing equalities work and fostering
joining in and having lunch with inclusive practice.
me and having a hug when it’s

time to go home. My friends are
most important to me.”
Avi, 4

Inclusive practice and equalities... Continued
Building awareness through first-hand experiences like me”, or “has a family structure like mine”, or “lives
has lasting impact. In order to promote and value somewhere like where I live”, etc. Children absorb and
diversity, settings should consider ways of sharing develop ideas of what is possible for themselves from
and celebrating children’s lived experiences, being the images and materials around them, such as:
sensitive to the children’s differing circumstances and
• photographs of the children themselves (where
ensuring that practices are inclusive of all. Parents
acceptable to the families)
may be happy to be involved in sharing aspects of their
everyday life and community. The UN Convention on • books, posters, small world play materials
the Rights of the Child (UNCRC) is clear that every that depict and enable acting out a range of
child has a right to an identity and part of the goals of identities which actively challenge stereotypical
education is to foster respect for their own and other representations and avoid tokenism
cultures. While it is important for children to see their • representation of different races, disabilities, ages,
own identity reflected in positive ways in the setting, types of families including single parents, same-sex
it is equally important for children in settings where parents, grandparents raising children
there is little diversity to become aware of and to
appreciate difference. Visits to places where children • role-play clothing that allows children to play in
can be involved with different cultures and see ways gender-flexible ways and reflects diverse cultures,
people live and worship can be memorable – children and household items reflecting various cultures and
can taste food they are unfamiliar with, and explore communities
artefacts, enjoy clothing, music, dance and languages • areas where children can relax and “just be”, perhaps
from different cultures. with pictures and cultural mementos
Ensure children can see themselves and their families • practitioners who have some of the same identity
in the environment. Sometimes the environment, features as children and families – race, religion,
both physical and emotional, speaks more loudly than gender, sexual orientation, language.
the policies, so it is important to consider how the
environment in the setting enables the children and Focus on the child at the centre. All children are
their families to view diversity positively. Children unique. There is a recognition that every child brings
need to see representation of someone who “looks with them a rich heritage when they arrive in an
early education setting. Their homes, families, life
experiences and beliefs provide the bedrock to their
identity. The differences between children offer
wonderful opportunities to learn about and celebrate
these differences.
Practitioners should also understand that children
have their own feelings about their lives and their
identity. Their voice should be central and their funds
of knowledge respected. Actively encouraging home
stories and valuing family ways of being supports
children to develop a positive self-identity.
Practitioners working with children with Special
Educational Needs and Disabilities (SEND)
acknowledge and value each child, emphasising what
they can do through a strengths-based perspective
on disability. Offering all children opportunities
to explore, discover and take risks in early years
provision helps them to become competent, capable
and resilient learners. This position also endorses the

UNCRC article 28 that every child has a right to an
education and article 29 which states that education
should develop a child’s personalities, fascinations and
abilities to the full.
In order to dispel issues of “ableism” all children need
to grow up to recognise that they are not all the same
and different tools or strategies might be needed to
make sure they thrive. It is vital that all children are
encouraged to notice the many aspects of diversity
and difference across society. A positive approach to
inclusion in the early years will support all children’s
development and learning across their lifetime and will
have an impact on society as a whole.
The statutory SEND Code of Practice explains the
action early years providers should take to meet
their duties in identifying and supporting all children
with special educational needs (SEN) and disabilities, Developing a sense of belonging is an important
whether or not they have an Education, Health and part of inclusive practice. Feeling different or being
Care (EHC) plan. Identifying and assessing special marginalised can lead to feelings of social isolation.
education needs for young children whose first When children and their families are able to develop
language is not English requires particular care. Early a sense of belonging to a wider community this can
years practitioners should look carefully at all aspects reduce these feelings and provide children with a
of a child’s development and learning to establish more secure base from which they can learn, develop
whether any delay is related to learning English as an and flourish. Early years settings are well placed to
additional language or if it arises from SEN or disability. promote feelings of belonging which are an important
Difficulties related solely to learning English as an part of inclusive practice. Practitioners should
additional language are not SEN. actively plan to help children develop positive peer
relationships, for example having focused small group
times, celebrating difference and diversity in all its
guises and creating a culture of “we” rather than “us
and them”.
Key points
Equalities and inclusion apply to all children and families.
Equity requires more than treating everyone the same.
Talking about race is a first step in countering racism.
Building awareness through first-hand experiences has lasting impact.
Ensure children can see themselves and their families reflected in the environment.
Focus on the child at the centre.
Practitioners working with children with Special Educational Needs and Disabilities (SEND)
acknowledge and value each child, emphasising what they can do through a strengths-based
perspective on disability.

Positive Relationships
Parents as partners
Parents and carers make a crucial difference to children’s outcomes. It is vital that early years
practitioners recognise parents’ commitment to their children’s early development and education and
give priority to working with parents. Research tells us that regardless of the quality of settings, the
most important predictor of children’s future outcomes is the quality of the home learning environment,
so involving parents in their children’s learning is the most significant factor in enabling children to do
well despite disadvantage. The benefits are greatest when practitioners and families work in respectful
partnership to develop ways to support children both at home and in the setting. Working together
ensures a good understanding of a child’s needs, leading to appropriate provision within the setting and
the possibility of supporting learning in the home.
Parents are their children’s lifelong promoters of We need to make time to listen to parents’ concerns
development and learning. Most families come and value what they say about the way in which
to early childhood settings with many months and children learn and behave at home. Only through
years of fine-grained observations of their children listening attentively to parents can practitioners build
and the most effective ways to support them. When the trusting and respectful relationships needed to
practitioners consider how to harness parents’ voices achieve the best outcomes for children. Practitioners
and deep appreciation and understanding of their who show they are listening, understanding and
children, parents’ knowledge of their children can valuing what parents say empower them to make
be knitted into the fabric of daily practice. Parents effective choices for their children and wider family.
and carers have a rich knowledge of their children’s Listening helps practitioners become aware of
personalities, preferences, interests and skills. parents’ beliefs, their aspirations and their concerns.
Programmes that share how children learn can When practitioners look at situations from a parent’s
provide opportunities for parents to deepen their unique perspective, they gain new insights and avoid
understanding. preconceptions which can lead to misunderstandings.
These insights can be used to improve practice.
Partnerships with parents can be truly effective only
when parents and practitioners work together to Listening attentively involves listening to what parents
enable children to create meaningful connections say but also recognising non-verbal messages and
to their wider world and to foster a love of learning. actions communicated by parents, as they can be even
No parent or family should be excluded from this more powerful than words, particularly where English
process. Parents must feel included, listened to and may not be the home language. Parents may wish to
trusted within their own role supporting their child’s share information:
wellbeing, development and learning.
• about significant events in the lives of their child
Each unique family must be welcomed and listened and family; adding to the picture practitioners have
to. A welcoming atmosphere in the setting should of the child
be evident from the moment an enquiry is made to a
• that is key to the individual care of their child, such
setting regarding their child, and it is essential that
as the way they like to be held, changed or soothed
all families feel that they belong. This is expressed
through the attitude of the practitioners and methods • about how they could contribute to the setting with
of communication and language used, as well as the offers of time, skills, knowledge or resources for
resources and environment of the setting. The key example.
person’s role includes establishing relationships Parents may also seek reassurance and support about
with families as soon as the setting has been chosen child-rearing practices, or about their child’s wellbeing
and confirmed. Working with families will often and development.
entail developing relationships with the extended
family as well as the child’s parents. This is not only Parents differ in the frequency and ways they
a responsibility but also a great privilege. Each child prefer to communicate with practitioners. Creative
and family is unique and this needs to be respected management of the environment and practitioners’
and celebrated, as each brings aspects of their own work schedules is needed to provide sufficient time
personal and cultural knowledge and values which and opportunity for parents to feel comfortable
enrich the whole setting. about sharing information and for practitioners to
listen attentively without compromising the needs
28 Birth to 5 Matters - Positive Relationships

of the children in their care. Home visits help to • physical barriers, due to disability, illness or location
develop relationships and build trust in a more relaxed
• communication barriers, including EAL, deafness or
environment. The use of the telephone or online
lack of access to digital information
platforms can be useful additions to daily face-to-face
opportunities. • parents’ own previous experiences of education and
relationships with authority.
Consider levels of engagement to make the most of
relating to parents. A setting’s policies may outline an To support parental engagement, practitioners
aim to work alongside parents, and describe a range should develop a shared language with parents and
of opportunities such as everyday conversations a joint understanding about how children develop
at the start or end of sessions, parent meetings or and learn, both at home and in the setting. Sensitive
workshops. Just offering opportunities, however, does communication, where practitioners understand
not necessarily mean that those opportunities will be parents’ own theories about the development of
taken up by all parents equally. Sometimes there is a their child, requires skill and continuous professional
perceived imbalance of power between practitioners reflection and dialogue. It takes time to develop
and parents, so it is up to practitioners to take reciprocal ways of working. Practitioners need to get
responsibility for developing those relationships. to know the families and understand the challenges
that they face, and then be prepared to adapt the way
Thinking about levels of engagement with parents
they work in order to accommodate diverse families’
means reflecting on the quantity and quality of that
needs. Working in this way has the potential to
engagement:
transform children’s life chances.
• Which parents do we have a relationship with … and
Clear leadership regarding partnership with parents
who do we need to continue reaching out to?
will provide the right foundation. Leaders should
• Which parents do we not have strong relationships show commitment to developing a genuine interest
with, why might that be, and what could we do in each family. Regularly reviewing the experience
differently to encourage involvement? of families is essential for settings to develop their
vision and practice. This should extend to parental
• For each unique parent/family, what do
participation in policy making, and collaboration
you communicate about? Is it simply about
with parents on practical issues such as the timings
organisational issues, such as reminders to parents
of meetings in order to develop a more inclusive
about setting events or parents letting you know
environment.
about pick-up arrangements? Or do some of your
conversations include discussions about children’s
wellbeing and their learning? Are those discussions
two-way, so that you are learning from parents
rather than just informing them about their child’s Key points
learning? If parents are not engaging, what do
practitioners or settings need to do to facilitate this? Parents make a crucial difference to children’s
outcomes.
Practitioners have a responsibility to work with
Parents are children’s first and most enduring
all families. Practitioners work closely with many
educators.
different types of families who continually support
and encourage their children in what they do at home, Each unique family must be welcomed and
within partnerships based on reciprocal engagements. listened to.
In order to overcome barriers to developing Consider levels of engagement to make the most
these partnerships, any factors which may cause of relating to parents.
disengagement from education must be identified.
Practitioners have a responsibility to work with all
Identified factors might include:
families.
• social attitudes towards religious groups, cultures, Clear leadership regarding partnership with
classes or sexual orientation parents will provide the right foundation.
Birth to 5 Matters - Positive Relationships 29

Attachment and the role of the key person
Babies and children become attached to significant adults within reliable, respectful, warm and loving
relationships which are essential in order to thrive. Babies and children experience wellbeing and
contentment when their physical and emotional needs are met and their feelings are accepted. The key
person approach, reflecting relationships within families, helps serve to meet these conditions. Early
experiences of love and attachment have lifelong benefits.
The key person helps the child to feel known, Despite this, the child should still feel “held in mind”
understood, cared about, and safe. The key person when they are apart. The key person approach is
helps the baby or child feel confident that they statutory throughout the early years phase, including
are “held in mind”, thought about and loved. This in Reception. The role may look very different in a
experience of being cared for by reliable adults who large class of children with often only two adults, but
meet their physical needs and remain attentive and the principles remain the same. A teacher can retain
playful, affectionate and thoughtful allows children to overall knowledge of the children in their class and
form secure attachments. Such a grounding provides benefit from particular knowledge that other people
a “secure base” from which children feel confident to working with them might have. The stronger the
explore the world and form other relationships. relationships are, the more supported the child (and
their family) will feel about subsequent transitions,
The key person role involves a “triangle of trust” with
including to Key Stage 1.
the child and family. A key person approach is a way
to ensure that all children and families have one or An effective key person approach needs strong
more persons within the setting with whom they have leadership and committed practice. Leaders
a special, nurturing relationship. The presence of a key should have a good working knowledge of the key
person helps the child to feel emotionally secure when person approach and be able to implement it to
away from home and provides a reassuring point of maximise consistency and continuity for the child
contact for parents. There are different ways to ensure and family, while offering the best possible support
a key person is always available (e.g. shared and paired and supervision for practitioners. Although there is
caring, or support partner or buddy). legally no minimum qualification to be a key person,
leaders can support less experienced staff, including
A key person has special responsibilities for supporting
careful thought about the pairing (or mentoring) so
a specific group of children and building relationships
that all can benefit from wide expertise. Key persons
with them and their families. The role will involve
communicate with a wide range of people involved
close physical and personal care for a baby or young
with the child, including those in other settings the
child. It is therefore important that parents feel able
child attends, health visitors, paediatricians, Portage,
to share vital information about their child’s intimate
physiotherapists, social services, Child and Adolescent
care preferences, likes and dislikes, motivations
Mental Health Service, educational psychologists,
and interests, and how they feel about being away
speech and language therapists, bilingual support,
from home. Parents might want to talk about their
children’s centres, and others such as dinner staff.
child’s feelings or development. It is most helpful for
a key person to attend the home visit with another The role of the key person involves building a
colleague. This frees up opportunities for parents to relationship of “professional love”, with specific and
talk while the key person makes playful connection potentially heavy demands. It is important to have
with the child. If a home visit is not possible, adults professional support and supervision in order to
can meet somewhere comfortable, with resources to share the challenges of the role. It is also a joyful and
encourage relaxed and playful introductions. privileged position to share in the care of a baby or
young child, so having opportunities to celebrate and
The key person’s role includes, but goes far beyond,
share those joys are equally important.
administrative and operational activities such as
keeping records or communicating about the child
with parents or other professionals. It is an emotional,
reciprocal relationship. As children grow, the key
person may not always be present at the setting.

“I like nursery and the thing that Zoey

has in her ears that the doctors have
(stethoscope). A sofa would make it
better. My grownups and my friends.”
Eden, 2 years 6 months
Children benefit most when their key person has

special qualities and dispositions. Ideally, a key
person:
• has passion for their work and sees the value and
rewards in being a key person
• is empathic and understands the different ways of
creating a family • is not judgemental and has the skills to
• appreciates and respects the cultures, identities communicate with other agencies and settings
and diverse backgrounds of the children and involved with the child and their family
families with whom they work • is well qualified, and/or has wider knowledge and
• is able to draw on their own informal knowledge of understanding of, for example:
childcare practice from within their own experience o child development
and reflect on how best to use or build on it
o attachment theory, including social and biological
• is able to reflect on and understand the influence factors that might affect a child”s capacity to
of their own attachment experiences on their work form attachments
with children and families, with the confidence to
know when to ask for support and further training o co-regulation and self-regulation
• is willing to research and reflect on the concept o neuroscience (brain development and how it
of “professional love”, so that they can see its links with all the Prime areas as well as self-
relevance to their work as a key person regulation and executive function)
• finds effective ways to connect with families, such o pedagogy of effective, relation-based practice
as developing digital technologies while continuing o bias and prejudice, how it affects the children
with as many opportunities for face-to-face and families they work with as well as
connection as possible themselves, and strategies to challenge this
o how to identify and support children in a range
of circumstances, including those who are
vulnerable, looked after, with visible and invisible
Key points
special educational needs and disabilities
• recognises that it is a personal as well as a
The key person helps the child to feel known, professional relationship which brings with it much
understood, cared about, and safe. joy, as well as challenge.
The key person role involves a triangle of trust • works collaboratively with other practitioners,
with the child and family. to ensure consistency for the child, and supports
An effective key person approach needs strong transition as an ongoing process, not just an event.
leadership and committed practice.
Children benefit most when their key person has
special qualities and dispositions.

Supporting development and learning
Warm, trusting relationships with knowledgeable adults support children’s learning more effectively
than any amount of resources. We are all social beings, and babies and children who feel secure and
listened to will turn to their trusted adults to share their experiences. Emotional wellbeing is the first
necessity for successful learning, and adults who respect children’s feelings, show empathy, and support
children to manage their feelings are helping to lay the foundations for development and learning. The
quality of adults’ interactions with children has an immense impact on whether their experiences result
in making the most of the learning opportunities. Children learn from adults both supporting their
current development and learning, allowing time for this to deepen and be consolidated, and from adults
introducing new possibilities.
Follow the child’s lead to the meeting of minds. It is to be invited with a word or a look before joining the
necessary to establish rapport in an interaction, so child’s point of interest. The adult may wonder aloud
that children are ready to include the adult in their about what is happening so as not to impose their
activities. This means being careful not to impose the ideas or to demand a response. Respect for the child’s
adult agenda on a child, but finding a meeting point autonomy matters, and even very young babies can
within an experience where attention and interest can indicate whether or not they welcome an interaction.
be shared. Adults are able to put themselves in others’
A sensitive and knowledgeable practitioner can
shoes to understand what might be in someone else’s
decide when to stand back, when to interact, and how
mind, and can direct their mature attention at will.
to respond to the child. Sometimes a child is deeply
These abilities are at early stages of development for
engrossed in what they are doing, and the adult can
young children, who cannot necessarily be expected
stand back to observe and gain understanding about
to understand, find interesting, and be able to pay
how they might later build on this experience. At
attention to what an adult proposes. It is up to the
other times, the adult may decide to offer support for
adult to meet the child at their point of interest.
the learning. A to-and-fro conversation, or helping to
As children gradually develop the ability to focus on keep the child’s attention on the activity, for example,
an adult agenda, brief and lively adult-led sessions can might support the child to consolidate ideas and refine
be opportunities for thinking and learning. Within skills. Or it may be the moment to extend the learning
group sessions which are planned in response to through introducing a new idea or resource, new
children’s interests and current levels of development information or a new challenge, scaffolding the child’s
and learning, the adult can still interact with engagement, and finding opportunities for sustained
individual children according to their own needs and shared thinking.
differentiate through tailored responses to each child.
Tuning in, observing and wondering come first. By
being a sensitive observer, tuning into the child’s
actions and communications whether through gesture,
facial expression, or words, the adult can begin to focus
on the central question that characterises an effective
teacher: What might the child be thinking about, and
learning about right now?
Knowing the child well helps in understanding what
might be in the child’s mind – the links they are making,
and whether they are exploring new ideas or gaining
more information about existing thinking, as in schema
play, for example. A sensitive observer can show
interest in what the child is doing, but will also wait

Learning together with adults and with other children
is important across all contexts. Carefully tuned
interaction with skilful adults makes a difference
all the time – when supporting children engaged in
their play or other child-initiated activities, and also
in adult-led activities. When adults plan experiences
with particular learning objectives in mind, it is
important to remember that learning occurs when a
child makes sense of information and links ideas to
existing understanding. Direct instruction of material
with no meaningful link in the mind of the child is likely
to result at best in shallow recall, without the child
being able to use the knowledge. Instead, adults can
support the way a young child learns. Starting with
Key points
information from physical, real-world experiences, a
child then shapes and sharpens their thinking as they
represent ideas through playing, talking, drawing or Warm, trusting relationships with knowledgeable
other graphics, and finally forms a clear mental image adults support children’s learning more effectively
that makes sense to the child. than any amount of resources.
Through tuning in to the child’s thinking and working Follow the child’s lead to the meeting of minds.
together to find the links to what is already known, the Tuning in, observing and wondering come first.
skilful adult can provide a bridge as the child steps into
A knowledgeable practitioner can decide when
new ideas. It is the way that the learning opportunities
to stand back, when to interact, and what to offer
are tailored in the moment to meet the needs of each
the child.
child.
Learning together with adults and with other
Children are not just learning in collaboration with children is important across all contexts.
adults. Playing and interacting with other children
in all types of activities are opportunities to find
themselves stretched, and sometimes pushed out
of their comfort zones, by other children’s ways
of thinking, communicating and behaving. Adults What do you like about your early years setting?
can ensure children have opportunities to engage
together, to collaborate, or just to play alongside “Playing with the dragons,
each other and learn from each other’s support and
stimulation. Adults also support learning by planning
the teachers’ puppets, being
for opportunities for children to learn by themselves, with friends, stories and
as they engage with the world around them in a well-
resourced environment.
being outside.”
Leo, 5

Enabling environments
Learning environments
Children are unique and holistic learners, thriving within environments that support their individual and
diverse motivations, interests and needs. They require a wealth of possibilities within varied contexts,
and this is best supported within stimulating and challenging environments that value exploration and play.
The outdoors offers unique possibilities, and daily opportunities should be made available for children to
immerse themselves in outdoor spaces, offered through regular visits to suitable local places if the setting
has no outside space. Within environments that offer engaging activities with real choice, autonomy and
time, children can engage and wallow in independent exploration and enquiry, connecting with other
children, adults and the natural world as they benefit from what Froebel calls “freedom with guidance” –
freedom of movement and activity, within a framework of supportive adult guidance.
Enabling environments offer children security, Children’s learning is best supported when they
comfort, engagement and opportunity. Children have opportunities which allow for movement and
benefit from the opportunity to choose their own action, creativity and imagination, independence and
learning and enquiries through play when settings collaboration. An enabling environment offers:
embrace free flow and choice as children move
• opportunities for negotiation and collaboration with
between activities and experiences, not simply from
other children, as their communication, language
inside to outside. Given access to natural resources
and social skills are employed and developed
and first-hand experiences, children will independently
explore, discover and investigate, choosing the • open-ended play opportunities allowing imagination
items and the environment that best suit their own and creativity to flourish, with children exploring
interests and their development and learning needs. their own ideas and theories as all areas of learning
Such an environment will support a child’s creativity are unlocked rather than specific intended learning
and critical thinking, building the Characteristics of outcomes
Effective Learning. • opportunities to challenge their own emotional,
Provision is needed for: social, physical and cognitive abilities and to take
risks
• diverse forms of active play, both indoors and
outdoors • time simply to be within the environments, to
develop a sense of self as children explore their
• experiencing the real physical and natural world, as
capabilities
well as the social world
• a balance of relevant, interactive and celebratory
• the space and time for children to fully discover, test
displays at the child’s level, as well as natural, calm
and revisit their ideas and theories
and neutral backdrops that invite children’s own
• cosy and quiet space for sleeping, resting, sitting ideas.
quietly and sensory engagement
Time outdoors benefits children by offering unique
• experiences in familiar and predictable spaces, and opportunities. Being outdoors offers children
in those that are unfamiliar, complex and exciting unique possibilities to see longer distances, observe
the horizon, experience the natural world as they
• routines and adult involvement which offer support
feel weather, hear sounds in nature or experience
for development and learning that may be planned
changes in natural light. There is also greater scope to
or may arise informally, for example when a surprise
manipulate loose parts and other versatile resources,
event or spontaneous opportunity presents itself
and to engage in appropriately energetic, risky and
• opportunities for children to explore things that adventurous play. Time outdoors benefits children’s
they would not otherwise have access to health and wellbeing and all areas of development
• exposure to things where specific skills need to be and learning. First-hand experience outdoors helps
taught, which would only happen if an adult initiated children to make sense of the world, and to learn
it, e.g. woodwork, cooking, sewing. to care for their environment. Through a sense of
belonging and understanding the impact of their
34 Birth to 5 Matters - Enabling Environments

actions on their environment, children can become including easy access to the outdoors. Spaces both
confident caretakers and problem-solvers of the indoors and out should be safe and supportive,
future. and able to be adapted responsively to children’s
emotions, interests, and needs through an array of
Natural environments support children’s imaginative
engaging opportunities which take account of cultural
play and the development of peer relationships,
diversity. Stimulating environments allow children to
encouraging collaboration with others. The relative
engage with all their senses, but should not become
freedom from rules outdoors can lead to more relaxed
overwhelming through too much colour, noise or
interactions between adults and children. The
artificial textures.
outdoors also offers the chance to experiment with the
larger scales of space, shape and measure. Within an enabling environment, knowledgeable
practitioners optimise the development and learning
Open-ended resources enable children to access and
potential of every child. Knowledgeable practitioners:
combine processes of development and learning.
Easily accessible, well organised and appealing • consider the environment from a child’s perspective,
resources inside and outside allow children to make supporting a broader understanding of the real
choices and transform their environments. In the world around them and their own community
process, they can develop flexible thinking as they may
• consider all locations available to children with
be surprised by what happens, and they are challenged
equal priority - indoors, outside and beyond
as they learn across the curriculum to develop their
the setting - and value the time that is spent on
own working theories, their thinking and problem-
journeying
solving skills.
• understand that their role includes facilitating
Inclusive spaces are nurturing and supportive of all
an enabling environment, rather than prioritising
children. Spaces should be planned to both nurture
specific activities
and inspire children, recognising their interests and
curiosities, encouraging questioning, awe and wonder, • consider the messages conveyed within the
and sustained shared thinking. The environment environment, questioning what the space is inviting
should allow free movement, with support if needed, children to do
• support children’s autonomy, explorations and risk-
taking, confident that much is within the children’s
capabilities, with assistance if necessary.
Key points
Children thrive within environments that support their individual and diverse development needs.
Enabling Environments offer children security, comfort, choice, engagement and opportunity.
Children’s learning is best supported when they have opportunities which allow for movement and
action, creativity and imagination, independence and collaboration.
Time outdoors benefits children by offering unique opportunities.
Open-ended resources enable children to access and combine processes of development and learning.
Inclusive spaces are nurturing and supportive of all children.
Within an enabling environment, knowledgeable practitioners optimise the development and learning
potential of every child.
Birth to 5 Matters - Enabling Environments 35

The wider context
Children, families and practitioners are affected by wider contexts. The term “context” includes much
more than the physical environment and reaches far beyond immediate surroundings. It encompasses the
beliefs and values that give meaning and purpose to children’s experiences in communities and settings.
Beyond that, the contexts that enfold children’s lives also operate at larger scales, as is only too evident in
the huge changes and challenges today, such as public health emergencies, climate change, sustainability,
extremes of economic hardship or prosperity, movements such as Black Lives Matter, migration, and the
(unequal) impact of digital technologies on young children’s lives. These larger-scale influences filter into
the daily lives of children, families and practitioners, and mingle with more local contexts. Contexts are
dynamic, multiple and constantly changing.
Communities are not static groups but develop Place, space, and histories are important.
from living practices that give people’s lives shared Communities and settings are embedded in particular
meaning and value. Communities are dynamic, places with their own geographies, neighbourhoods
changing as their contexts evolve, through politics, and local knowledge. They have local histories, group
demography, technology and other circumstances. cultures and collective memories that shape the way
spaces are created and used. These shared memories
Every early years setting is a community in itself, with
are often a source of comfort and solidarity, but they
its own values and living practices. But it also connects
can also shadow the present by memories of injustice
and communicates with multiple other communities,
and hardship in the past.
including:
Communities often take responsibility for caring
• communities of other children (siblings, cousins,
for and maintaining the spaces of the setting, the
friends, out-of-setting gatherings)
local area, and environments further afield. The
• trans-local communities (e.g. local communities that communities’ local environment, the geography of
keep in touch with members who are dispersed in the locality and community buildings, are valued by
other locations and countries) families as safe and supportive spaces for families to
• digital communities (the online networks and social meet. But communities may also be constrained by
media that settings, families and children use) poor environmental conditions such as lack of access
to green space; air pollution; contaminated water or
• inter-agency/multi-professional communities, and ground; high volumes of traffic; derelict buildings; poor
other early childhood education communities
maintenance of public spaces; crimes against persons
• communities of all non-human things and beings or properties.
that children are attached to, such as animals,
The physical and historical contexts in which a
insects, imaginary friends, special objects, sounds,
community lives shape its ways of learning, its view of
images.
what counts as relevant knowledge, and its strategies
The contact between settings and communities for survival.
needs to be a two-way, reciprocal effort at mutual
understanding and joint action. Community relations
can be seen as a kind of tuning in to one another’s
hopes, fears, priorities and beliefs concerning children
and childhood, and learning from them.
Children are active community-makers. They
participate in and contribute to multiple communities
as they move between home, extended family, settings
and play areas. They often act as cultural brokers,
helping families and settings understand one another.
36 Birth to 5 Matters - Enabling Environments

“I like playing. My nursery

bag and my friends.”
Wilfred, 3
Early years settings can be communities for social

justice and sustainability. By bringing together diverse
communities, early years settings lie at the heart of
social change. The settings themselves can create a
sense of community through the relationships and
environments which pull diverse elements together.
They are safe spaces for families and generate
social and community participation. As early years
Sustainability is also addressed through shared
practitioners and families engage in the care of these
respect and care for the material environment. This
environments, they can experience social justice and
means collectively coming up with ways to reduce
sustainability in action.
consumption, to repair, recycle and to reuse.
Early years settings have an important role to play
Wider contexts that involve principles of common
in challenging unconscious bias and contributing
worlds, shared living spaces, and climate change can
to equity by understanding how race, gender,
inspire settings to become actively involved in local
sexual orientation, poverty, faith, prejudice, and
as well as broader groups and networks focused on
disability affect learning and life chances. To address
sustainability and environmental restoration. Such
unconscious bias, early years practitioners can learn
involvement can help challenge unhelpful distinctions
more about what families like about the places they
that keep communities of human, non-human and
live in and support those who want to improve, and
other entities apart.
exert more ownership of, the spaces they would like to
change.
Key points
Children, families and practitioners are affected by wider contexts.
Communities are living practices that bring meaning and value.
Place, space, and histories are important.
Early years settings can be communities for social justice and sustainability.
Birth to 5 Matters - Enabling Environments 37

Learning and Development
Observation, assessment and planning
Formative assessment is an integral part of teaching young children.
Children’s development and learning is best supported by starting from the child, and then matching interactions
and experiences to meet the child’s needs. The observation, assessment and planning (OAP) cycle describes what is
frequently called assessment for learning, or formative assessment. On-going formative assessment is at the heart
of effective early years practice. It involves observation of children as a part of all activity, which is most often
held in the mind of the practitioner but may sometimes be documented, using this rich information to understand
how a child is developing, learning and growing, and then planning the next steps for the adults in supporting and
extending the learning.
Planning Observation
Decide how best to support, extend and teach Observe children as they act and interact
children. Based on your observations and in their play, everyday activities and planned
assessments, consider the following questions: activities, and learn from parents about what
• Have you engaged with me/us to co-construct the child does at home.
our next steps together? • How do you see me?
• Have you considered my/our interests in the • Are you observing carefully when I am on my
planning? (child-led) own and when I am with others?
• Have you planned a specific experience or • Am I involved in continuous provision?
activity to teach a skill or knowledge? • Have you observed while engaging with me/us?
(adult-led)? (Observation-in-action)
• How does the enabling environment and
continuous provision support
my/our next steps?
• What have you planned to
START HERE
support meaningful
interactions and
back-and-forth
conversations?
• How will you support,
extend and deepen
play, interactions
and learning in
partnership with
me/us?
(Planning-in-action)
Assessment
Reflect on what you have noticed to help you understand the child/children.
Consider the following questions:
• How do you understand me?
• Do you understand how I feel? What I am interested in? What question may be in my mind?
• How am I approaching my learning? (Characteristics of Effective Learning)
• What have I learned and understood? (Areas of Learning and Development)
• What do you think is happening as you listen and engage with me/us? (Assessment-in-action)
38 Birth to 5 Matters - Learning and Development

Practice starts with the child, and grows in Children and adults construct the curriculum
partnership. Effective practice begins with together. Keeping the OAP cycle at the heart of our
observation, tuning into the child and then building practice enables practitioners to build on children’s
a relationship. Professionally informed knowledge motivations and interests to support and extend
of child development then supports understanding their development and learning. The curriculum is
children’s interests, development and learning, and co-constructed between children, practitioners and
planning for next steps. This process should involve the families through this process. Children bring funds
child, parents and carers, and other professionals. of knowledge-based interests to the setting, and
they are motivated to learn through connecting new
• From the earliest age children should be involved experiences to what they already know and can do.
in choices about their own learning. The UN Practitioners can support these interests while also
Convention on the Rights of the Child Article 12 keeping in mind that they need to introduce children
states the right of the child to express their views to new ideas and knowledge and sensitively support
and have their views taken seriously. and guide their learning in all areas, including the
• Parents are essential partners, sharing their views Characteristics of Effective Learning.
and observations about the child’s development The curriculum will include attention to the Areas of
and being involved in planning what opportunities Learning and Development which summarise some of
and experiences to offer the child next. what children learn. The curriculum must, however,
• Working in partnership with other professionals, be more than a list of skills and knowledge to be
community and support groups connects everyone achieved. The EYFS principle says every unique child
who is involved with the child and family, bringing a is “constantly learning”. Children learn from all their
clearer picture of the child’s needs and rights. experiences, not just those that have been planned
or intended. The curriculum needs to take account
Each child‘s own unique pathway of development and of children’s learning not just in the Areas of Learning
learning involves many elements woven together in a and Development, but also in how they see themselves
holistic form. Observation, assessment and planning as learners and how they are building the strong
(OAP) makes this holistic development visible, so foundations for lifelong learning described in the
children’s thinking and understanding can be shared Characteristics of Effective Learning. How children
with parents and carers, other professionals, and with learn, and how they learn about their own learning,
children themselves. should also be an integral part of the curriculum.
Responsive pedagogy is needed to recognise Observing how children learn often helps practitioners
what children know, understand, and can do. In a to see what children understand.
supportive and challenging enabling environment Observation, assessment and planning is part of
children demonstrate their learning and understanding professional practice. Throughout the OAP cycle and
in a wide range of contexts that have meaning summative assessment, informed decisions about
to them. Responsive adults tune into their play, the child’s development, learning and progress need
interactions and thinking, identifying how best to to be as objective as possible, calling on the variety
support their ideas, interests and priorities. Sensitive of information about the child to make a “best-fit”
interactions involve listening, guiding, explaining, decision. The OAP cycle is a reflective and ongoing
asking appropriate questions and helping children to process which enables consideration of children’s
reflect on their learning in a playful, co-constructive development and how to support individual children
partnership. The process of OAP is central to being through effective practice. It supports quality
attuned to children and to understanding what they improvement as practitioners use their knowledge,
can do with support, as well as what they know and can skills and evidence gathered from OAP to reflect on
do without adult direction. When children apply the the quality of education and care the children receive,
skills and concepts they have mastered in a variety of and think about how to improve practice
different ways in their independent play and activities,
their understanding is clearly embedded.
Birth to 5 Matters - Learning and Development 39

Summative assessment involves stepping back to gain an
overview of children’s development and progress.
When daily interactions involve observing,

reflecting and deciding how best to support a child,
practitioners hold in their mind many details of each
child’s development and learning. At certain times
it is important to step back, to pause and reflect,
and create a summative assessment which takes a
holistic overview of the child’s development, learning
and progress. Summative assessments are made
to provide a summary of a child’s development and
learning across all areas. There are two statutory
summative assessment points in the EYFS – the
2-year-old progress check, and the EYFS Profile at
the end of the EYFS. Settings may decide on further
summative assessment points.
Reliable summative assessment grows out of
formative assessment. Summative assessment
should not be a time-consuming process. It should
be a straightforward summary, pulling together
insights from formative assessment and then making
a professionally informed decision about the child’s
development and learning. It requires a pause to think Summative assessment informs improvements
about what is known about the child, together with to provision and practice, to enhance children’s
reviewing any notes, photographs or other records development and learning.
that may be held, alongside what is known from the • Leaders and managers can use the information
child, parents, colleagues and other professionals. This strategically to improve provision and practice.
process is an excellent opportunity for professional For example:
reflection and discussions with colleagues to moderate
decisions about progress and build a stronger o Are some children not as far along or significantly
understanding of children’s development in all aspects ahead in their development and learning
of learning. compared to most children? How are we further
supporting these children?
An informed professional decision is based on a
holistic view of a child’s development and learning. o Should opportunities, resources or support within
Young children’s development does not follow a some areas of the curriculum be improved?
predictable step-by-step sequence, and each child o Is there a professional development need for
will have their own unique pathway, progression individual staff members, or the setting as a
and momentum. There are, however, some aspects whole?
of development which enable you to describe the
child’s progress in terms of whether it is typical for • Information can be communicated clearly in a
their age, for example learning to talk. Practitioners summary form to inform discussions with parents,
need to consider overall development within these other agencies, or professionals involved with the
aspects and not rely on matching every element in a child and family.
list of statements to judge children’s progress. It is • Transitions can be supported so that children’s
important to take a holistic, professionally informed journeys of development and learning continue
view to determine whether a child is roughly on smoothly.
track or developing more slowly or more quickly in
particular areas. A holistic summary will give attention
not just to areas of knowledge and skills, but also to
the child’s emotional wellbeing and connections, and
development of attitudes and dispositions for learning
(Characteristics of Effective Learning).

Sharing children’s
MAKING progress with
INFORMED parents and others
PROFESSIONAL
Formative JUDGEMENTS
assessment Improve children’s
information opportunities
GATHERING INFORMATION
through early
USING INFORMATION
intervention
Child’s voice
Summative
Support transitions
to maintain children’s
Parent’s voice Assessment developmental
momentum
Practitioner’s voice
and knowledge of Strategic overview of
child development progress for leaders
and managers to
improve the quality
Other colleagues’ of curriculum,
and professionals’ practice and
perspectives provision, and
identify needs for
training or support
Key points
Formative assessment is an integral part of teaching young children.
Practice starts with the child, and grows in partnership.
Responsive pedagogy is needed to recognise what children know, understand, and can do.
Children and adults construct the curriculum together.
Observation, assessment and planning is part of professional practice.
Summative assessment involves stepping back to gain an overview of children’s development and progress.
Reliable summative assessment grows out of formative assessment.
An informed professional decision is based on a holistic view of a child’s development and learning.
Summative assessment serves several purposes that can enhance development and learning opportunities
for children, including by informing improvements to provision and practice in the setting.

Overview – Characteristics of Effective Learning,
and Areas of Learning and Development
The Characteristics of Effective Learning and the Prime and Specific

Areas of Learning and Development are all inter-connected.
Different elements of learning are identified in the The Areas of Learning and Development affect each
EYFS, to make the complex picture of learning clearer. other. For example, developing communication and
But children’s learning is not compartmentalised and language will support children to understand and
many or all of these elements are in action at the same explain mathematical ideas. Developing physical skills
time as children interact with people and things. will allow children to be more active explorers and so
enhance their progress in Understanding the World.
The Characteristics of Effective Learning describe The more concepts they develop within Understanding
behaviours children use in order to learn. the World, the more they will be able to relate to what
they find in books and so support their development
To learn well, children must approach opportunities
in Literacy. Experiences and activities that relate to
with curiosity, energy and enthusiasm. Effective
Areas of Learning and Development, when they offer
learning must be meaningful to a child, so that they
children opportunities to have autonomy and develop
are able to use what they have learned and apply it in
their own ideas, can also provide the contexts for
new situations. These abilities and attitudes of strong
children to practise their learning behaviours, and so
learners will support them to learn well and make good
reinforce the Characteristics of Effective Learning.
progress in all the Areas of Learning and Development.
Characteristics of Effective Areas of Learning Birth to 5 Matters

Learning and Development Aspects
Playing and Exploring Prime Areas
Making Relationships
ENGAGEMENT Personal, Social and
Sense of Self
Finding out and exploring Emotional Development
Understanding Feelings
Playing with what they know
Physical Development Moving and handling
Being willing to ‘have a go’
Health and Self-care
Listening and Attention
Communication and
Active Learning Language Understanding
Speaking
MOTIVATION
Being involved and concentrating Specific Areas
Keep trying Literacy Reading
Enjoying achieving what they set out to do Writing
Mathematics Mathematics
People and Communities
Creative and Critical Thinking Understanding the World The World
THINKING Technology
Having their own ideas Creating with Materials
Making links Expressive Arts and Design Being Imaginative
and Expressive
Working with ideas

Prime areas of development and learning lay vital foundations in the early years.
The three Prime areas, Personal, social and emotional with others, and so develop in PSED. Engaging
development (PSED), Communication and language with others spurs more physical activity, and is the
(CL), and Physical development (PD), describe beginning of communication and language, which
universal core aspects of early child development. in turn helps build relationships, understanding
They are time-sensitive because of biological factors of feelings and learning about health and physical
that enable rapid brain connections, particularly in the wellbeing.
first three years of life but continuing throughout early
childhood. Developmental steps missed at this early While the Prime areas are especially crucial to early
crucial stage are much harder to address later on, so it years provision during the first three years, they
is crucial that children’s interactions and experiences remain centrally important for children’s development
in the first few years support development in these and learning throughout the EYFS and beyond, and
fundamental areas. should receive priority attention to ensure strong
foundations in development and learning.
All three Prime areas are always in action for a young
child. In every activity, the child is experiencing feelings
and developing a sense of self and others, is physically
engaged through their senses and movements, and is
learning to understand and communicate with others.
It is through these aspects that a child accesses the
world around them and relationships with other
people, which in turn opens the door to learning
in all areas. The Prime areas therefore strongly
influence learning in the Specific areas of learning and
development.
Development in each of the Prime areas affect the

others: as babies and children develop their sensory
abilities and movement, they can perceive and engage
Personal, Social and Emotional Development

Who we are (personal), how we get along with others (social) and how we feel (emotional) are foundations
that form the bedrock of our lives. As we move through life, we are continually developing our sense of self
as we weave a web of relationships with self, others and with the world.
Personal, Social and Emotional Development is fundamental to all other aspects of lifelong development
and learning, and is key to children’s wellbeing and resilience. For babies and young children to flourish,
we need to pay attention to how they understand and feel about themselves, and how secure they feel
in close relationships: in so doing they develop their capacities to make sense of how they and other
people experience the world. Children’s self-image, their emotional understanding and the quality of their
relationships affect their self-confidence, their potential to experience joy, to be curious, to wonder, and to
face problems, and their ability to think and learn.
A holistic, relational approach creates an environment that enables trusting relationships, so that children
can do things independently and with others, forming friendships. Early years practitioners meet the
emotional needs of children by drawing on their own emotional insight, and by working in partnership with
families to form mutually respectful, warm, accepting relationships with each of their key children.

Physical Development
Intricately interwoven with emotional, social, cognitive and language development, physical development
underpins all other areas of a child’s learning and development. Extensive physical experience in early
childhood puts in place the neurological, sensory and motor foundations necessary for feeling good in
your body and comfortable in the world. The intimate connection between brain, body and mind must be
understood; when they are viewed as one system, the impacts of active physical play, health and self-care
are observed and the effects on a child’s early brain development and mental health of adverse childhood
experience, including malnutrition, illness or neglect, is recognised. Health, wellbeing and self-care are
integral to physical development. Prioritising care opportunities and a collaborative approach with young
children supports development of lifelong positive attitudes to self-care and healthy decision-making.
Each child’s journey relies on whole-body physical experiences. While biologically programmed, the
unfolding of this complex, interconnected system requires repeated movement experiences that are self-
initiated and wide-ranging. Fine and gross motor control must develop together in an integrated way, so
that the child can achieve what they set out to do. We must ensure that children have movement-rich lives
indoors and outdoors from birth. This includes the role of the adult’s body as an enabling environment itself,
embedding movement into everything, and encouraging each child’s own motivations for being active and
interactive with others.
Communication and Language

Experiences in the womb lay the foundation for communication, and a baby’s voice is evident from the
beginning. Babies use their bodies, facial expressions, gestures, sounds and movements to seek connections
and respond to those around them. Young children depend on back-and-forth interactions with responsive
others to develop confidence as effective communicators and language users. Communication and language
development are closely intertwined with physical, social and emotional experiences. Communication and
language lay a foundation for learning and development, guiding and supporting children’s thinking while
underpinning their emerging literacy.
Language is more than words. As children grow, they begin to be aware of and explore different sounds,
symbols and words in their everyday worlds; a language-rich environment is crucial. A child’s first language
provides the roots to learn additional languages, and parents should be encouraged to continue to use
their home languages to strengthen and support their children’s language proficiency as they join new
environments.
Children’s skills develop through a series of identifiable stages which can be looked at in three aspects –
Listening and Attention, Understanding, and Speaking. While not all children will follow the exact same
sequence or progress at the same rate, it is important to identify children at risk of language delay or
disorder as these can have an ongoing impact on wellbeing and learning across the curriculum.

Specific areas of learning and development provide children with
knowledge and skills to flourish in society.
The Specific areas, Literacy, Mathematics, what they understand with their own actions, marks
Understanding the World, and Expressive Arts and or words. There are also ways of representing
Design, are not time-sensitive in terms of the brain’s understanding with more formal symbol systems
biological responsiveness to experiences. The Specific such as numbers, writing and other cultural tools and
areas represent crucial shared cultural tools and methods for sharing and recording ideas, as well as
knowledge, which babies and children engage in as large bodies of knowledge to be shared with children.
members of the society in which they live.
As adults gradually support children to know about
Many aspects of these areas arise naturally for young and use these Specific areas, either informally as
children as they make sense of their experiences, such part of daily life or in planned activities, they give
as an awareness of quantity, enjoyment of telling and children access to the wide scope of shared cultural
hearing stories, finding out how things work, rhythm, and intellectual life in modern society, and skills and
and movement. Children often begin to represent knowledge to support them in their future learning.
Understanding the World Expressive Arts and Design

Understanding the World provides a powerful, Children and adults have the right to participate
meaningful context for learning across the in arts and culture. Expression conveys
curriculum. It supports children to make sense both thinking (ideas) and feeling (emotion).
of their expanding world and their place within it Children use a variety of ways to express and
through nurturing their wonder, curiosity, agency communicate, through music, movement and
and exploratory drive. a wide range of materials. Creative thinking
involves original responses, not just copying or
This development requires regular and direct
imitating existing artworks.
contact with the natural, built and virtual
environments around the child and engaging Expressive Arts and Design fosters imagination,
children in collaborative activities which curiosity, creativity, cognition, critical thinking
promote inquiry, problem-solving, shared and experimentation and provides opportunities
decision making and scientific approaches to to improvise, collaborate, interact and engage
understanding the world. Active involvement in in sustained shared thinking. It requires time,
local community life helps children to develop space and opportunities to re-visit and reflect
a sense of civic responsibility, a duty to care, a on experiences. Multi-sensory, first-hand
respect for diversity and the need to work for experiences help children to connect and enquire
peaceful co-existence. about the world. Appreciating diversity and
multiple perspectives enriches ways of thinking,
In addition, first-hand involvement in caring
being, and understanding. Skills are learned in
for wildlife and the natural world provides
the process of meaning-making, not in isolation.
children with an appreciation of ecological
balance, environmental care and the need
to live sustainable lives. Rich play, virtual
and real world experiences support learning
about our culturally, socially, technologically
and ecologically diverse world and how to
stay safe within it. They also cultivate shared
meanings and lay the foundation for equitable
understandings of our interconnectedness and
interdependence.

Mathematics
Mathematics for young children involves developing their own understanding of number, quantity, shape
and space. Babies and young children have a natural interest in quantities and spatial relations – they are
problem-solvers, pattern-spotters and sense-makers from birth. This curiosity and enjoyment should be
nurtured through their interactions with people and the world around them, drawing on their personal and
cultural knowledge. Every young child is entitled to a strong mathematical foundation which is built through
playful exploration, apprenticeship and meaning-making. Children should freely explore how they represent
their mathematical thinking through gesture, talk, manipulation of objects and their graphical signs and
representations, supported by access to graphic tools in their pretend play.
Effective early mathematics experiences involve seeking patterns, creating and solving mathematical
problems and engaging with stories, songs, games, practical activities and imaginative play. Plenty of time
is required for children to revisit, develop and make sense for themselves. This is supported by sensitive
interactions with adults who observe, listen to and value children’s mathematical ideas and build upon
children’s interests, including those developed with their families. It is crucial to maintain children’s
enthusiasm so they develop positive self-esteem as learners of mathematics and feel confident to express
their ideas.
Literacy
Literacy is about understanding and being
understood. Early literacy skills are rooted in
children’s enjoyable experiences from birth
of gesturing, talking, singing, playing, reading
and writing. Learning about literacy means
developing the ability to interpret, create and
communicate meaning through writing and
reading in different media, such as picture
books, logos, environmental print and digital
technologies. It involves observing and joining
in the diverse ways that different people
and communities use literacy for different
purposes. Most importantly, literacy is engaging,
purposeful and creative.
Developing literacy competence and skills is
a complex, challenging yet rewarding journey
that requires high-quality pedagogical activities
to enhance learning. Young children need
to be listened to by attentive adults who
recognise and value children’s choices. They
need enjoyable, playful opportunities of being
included and involved in the literacy practices of
their home, early years setting, and community
environments. They need experiences of
creating and sharing a range of texts in a variety
of ways, with different media and materials, with
adults and peers, both indoors and outdoors,
as well as learning about using different signs
and symbols, exploring sound and developing
alphabetic and phonetic skills.

Holistic development and learning
“Every child is a unique child who is constantly learning.” says the EYFS principle, emphasising that each
everyday experience is an occasion for holistic development and learning, as seen in this example of a
toddler enjoying his snack.
Personal, Social and

Emotional Development
The child is building a
relationship as he engages
with a familiar carer, sharing Communication
Characteristics of the experience in a relaxed
Effective Learning and Language
and mutually enjoyable way.
Eating is an opportunity to He is aware that his actions Through eye contact, gesture,
“have a go” with new tastes and affect others, and of the and sound the child can share
sensations. The child is making choices reactions of others. his thoughts and intentions,
and showing autonomy as he eats and the adult may use words
independently. He is keeping his focus related to the present
on what he is doing, and is making moment: Mmm, yummy apple.
mental links between this experience You want more?
and what he already knows.
Expressive Arts and Design Physical Development

The child is expressing himself The child is using both hands
through his actions and sounds. He independently to hold the apple
is experiencing the colour, form, and feed himself. This multi-sensory
texture, sound and nature of an experience links up what he sees
apple, making connections with and feels as he handles the apple
previous experiences and building with sensations of taste, smell,
a memory of apples to draw on mouthing and chewing. Associating
in his own representations and healthy eating with pleasurable
understanding those of others. experience supports future food
decision-making
Understanding the World Literacy

The familiar routine of snack The experience of snack time
time helps the child to feel may help him to engage with
part of the culture at home. and understand stories which
He is also learning about the Mathematics include apples, eating, etc.
properties of an apple, and may He may be hearing and using
The child is noticing the size,
make links to apples growing language which he can later
shape and weight of the apple
on trees in the natural world. translate into symbols for the
slices. He may be aware of
language he knows.
“twoness” through using his
hands, as well as noticing the
larger set of pieces. He may
understand more.

Holistic development and learning
Enabling environments foster holistic approaches to early development and learning, recognising that
different aspects are constantly connected in a child’s experiences. In the EYFS, areas are described
separately in order to break down the complexity of development and learning, but it is important to
keep the whole child in mind. As a child encounters objects, events and other people, all spheres of
development and learning are in action at the same time, as in the example below of two children who are
experimenting with water and a construction using tubing and plastic sheets
Personal, Social and

Emotional Development
In their activity together
the children can cooperate,
asserting their own ideas
Characteristics of Communication
and taking account of each
Effective Learning and Language
other’s viewpoints. They
The children are finding out what are confident to engage Using words and gestures,
works through trial and error. They with others and to access the children can express their
are involved and focused as they resources independently. own ideas and understand the
work toward their goals, and show other’s suggestions. They use
satisfaction with how it is going. They words related to what they are
have thought creatively about what to doing, and they can also refer
do, and can evaluate and change their to connections in other times
plans if they decide to. and places.
Expressive Arts and Design Physical Development

The children have used resources In carrying out their shared activity,
to develop their own ideas, each child has combined a range
transforming the resources into a of sensory information and gross
new structure. In their play, they and fine motor movements to hold,
can use flexible thinking to try out tape, tie and arrange the tubing, to
and evaluate possibilities. pour, and to use space to physically
collaborate with each other.
Understanding the World Literacy

Playing together within the The language and experiences
customs of the setting helps involved in this activity
the children to feel part of a will support the children’s
community. They are finding Mathematics comprehension of stories and
out about the behaviour of other written accounts. They
The activity gives the children
water and the tubing materials, may recognise symbols or
a chance to investigate volume,
and can talk about what is letters on their clothing.
the weight of full and empty
happening.
cups, and the height and shapes
of the tubing. They may count
cups of water, and understand
the pattern of taking turns.

Using Birth to Five Matters to support development and learning
The guidance on the following pages can support understanding of development

and learning and the adult’s contribution to the process, but this should be seen as
a set of possibilities and not a prescription for either children or adults.
For children: For adults:
Overall, children will work their individual way from Examples of what adults might do or provide should
the development and learning typical of babies be seen as suggestions or prompts for thinking,
onward to what older children know, can do, and suggesting “next steps” adults might take to support
understand. The grids illustrate samples of what children’s development and learning. Adults should
children may do along that journey. While these use their creative and critical thinking to develop
present some examples, children will do countless their own ideas, decide what to try, and evaluate its
things that do not appear in the grids but are equally effectiveness. Whether using the grids to reflect on
valuable for their learning. And as each child winds suggestions for moment-to-moment interactions,
their individual path through the different areas, resourcing and organising the environment, offering
they will not necessarily show signs of each of the opportunities or planning specific activities,
descriptors, nor in the same order presented. practitioners who know children well will adapt and
invent the most appropriate ways to support and
Learning does not move forward in a straight, extend their learning.
predictable and linear way. It can stall or even
backtrack in one area, while strides and bursts are Many examples of how adults might support children
made in another area. Development should not be in earlier ranges are equally applicable to later
expected to be even across all areas, and the balance ranges, and practitioners are encouraged to keep
is likely to shift from one time to another. incorporating these in their practice.
The guidance should not be used as a checklist to

steer each unique child through a prescribed path with
required “next steps”. Rather, it should be a support
to help adults to recognise and interpret what a child
is showing at the present moment, give the child time
to rehearse those skills, be ready to help enrich their
experience and deepen and extend their learning.
“Play outside and friends and Beth.”

Owen, 3

Teaching should not be taken to imply a “top down” or formal
way of working. It is a broad term that covers the many
different ways in which adults help young children learn.
It includes their interactions with children during planned
and child-initiated play and activities: communicating and
modelling language; showing, explaining, demonstrating,
exploring ideas; encouraging, questioning, recalling; providing
a narrative for what they are doing; facilitating and setting
challenges. It takes account of the equipment adults provide
and the attention given to the physical environment, as
well as the structure and routines of the day that establish
expectations. Integral to teaching is how practitioners
assess what children know, understand and can do, as well
as taking account of their interests and dispositions to learn
(characteristics of effective learning), and how practitioners
use this information to plan children’s next steps in learning
and monitor their progress.
Ofsted Early Years Inspection Handbook

Key to understanding the age ranges:
A Unique Child BIRTH - 6

RANGE 1
MONTHS
6 - 12
When referring to the guidance for the MONTHS
Areas of Learning and Development, it is
RANGE 2 12 - 18
important to start with what is observed and MONTHS
understood about the individual child.
A typical progression in development and 18 - 24

RANGE 3
learning has been grouped into broad ranges MONTHS
in the column for A Unique Child. This is
intended to support knowledge of a general
pattern of child development.
RANGE 4
Practitioners can identify a range that most 24 - 36
closely describes the child’s development and MONTHS
learning, and then consider the suggestions
for adults within that range (or earlier ranges)
to plan to support continued progress.
The guidance can also help to identify when RANGE 5

children may need additional support, by 36 - 48
referring to the key provided here which links
MONTHS
the ranges to typical age spans.
In summative assessments, comparing best-

fit judgements of ranges with typical age
spans can help identify whether children are
roughly on track, or are progressing more
48 - 60
slowly or quickly. This information can be MONTHS
useful for leaders and managers in planning
for the continual improvement of practice RANGE 6
and provision in the setting.
60 - 71
MONTHS
Children develop and learn at their own rates, and in their own ways. The guidance on
possible development trajectories should not be taken as necessary steps, nor assumed
to be in a particular order, for individual children. The guidance should not be used as a
checklist. The age links overlap Ranges because these are not fixed age boundaries but
suggest a typical range of development.
Please note: This key is also available for quick view on the inside back cover

Characteristics of Effective Learning / Playing and Exploring: Engagement
Characteristics of Effective Learning
Children are powerful learners from birth. They can develop strong habits of mind and behaviours that will continue to support them to discover, think, create, solve
problems and self-regulate their learning. Children need consistent lived experiences of autonomy alongside support for their growing awareness and control of the
processes of thinking and learning. Play, time, space and freedom to follow their intentions, sustained shared thinking, and experiencing the satisfaction of meeting their
own challenges and goals all contribute to development as curious, creative, resourceful and resilient learners.
Playing and Exploring: Engagement

A Unique Child: Positive Relationships: Enabling Environments:
how a child is learning what adults might do what adults might provide
Finding out and exploring • Play with children. Encourage them to explore, and show your own interest in • Provide stimulating resources which are accessible
• Showing curiosity about objects, events and discovering new things. and open-ended so they can be used, moved and
people • Help children as needed to do what they are trying to do, without taking over combined in a variety of ways.
• Using senses to explore the world around them or directing. • Make sure resources are relevant to children’s
• Encourage children to make decisions and choose their activities – what they interests and abilities.
• Engaging in open-ended activity
want to do and how they will do it. • Arrange flexible indoor and outdoor space and
• Showing particular interests resources where children can explore, transform,
• Join in play sensitively, fitting in with children’s ideas.
build, move and role play.
• Model pretending an object is something else, and help develop roles and
Playing with what they know stories. • Help children concentrate by considering levels of
• Pretending objects are things from their noise, and visual distraction.
• Encourage children to try new activities and to judge risks for themselves. Be
experience sure to support children’s confidence with words and body language, and by • Plan first-hand experiences and challenges
• Representing their experiences in play introducing tools so that children can think about how to use them safely. appropriate to the development of the children.
• Taking on a role in their play • Pay attention to how children engage in activities – the challenges faced, the • Ensure children have uninterrupted time to play
effort, thought, learning and enjoyment. Talk more about the process than and explore.
• Acting out experiences with other people
products. • Setting leaders give staff time to reflect on
• Modelling responding positively when things go wrong, and talk about how they support children to play and explore
Being willing to “have a go” learning from failure. through their interactions, and planning of the
• Initiating activities environment.
• Always respect children’s efforts and ideas, so they feel safe to take a risk with
• Seeking challenge a new idea and feel comfortable with mistakes.
• Showing a “can do” attitude • Encourage laughter and have fun. Happiness deepens learning.
• Taking a risk, engaging in new experiences, and
learning by trial and error
Statutory ELG: Managing Self

Children at the expected level of development will:
- Be confident to try new activities and show independence, resilience and
perseverance in the face of challenge
52
Active Learning: Motivation

eing involved and concentrating
B • Support children to look into what they are curious about and what fascinates • A familiar environment and predictable routine
• Showing a deep drive to know more about people them. gives children confidence to take charge of their
and their world • Make time for quality interactions. Watch and listen carefully to try to own activities.
• Maintaining focus on their activity for a period of understand what the child wants to know or achieve. • Teach children how to use the areas of provision
time • Help focus young children’s interest through shared attention. At times and tools within them appropriate to their age
sensitively introduce a new element if young children’s interest is waning. and stage, so they can use them independently for
• Showing high levels of involvement, energy, their own goals.
fascination • Help children to notice details.
• Children will become more deeply involved when
• Not easily distracted • Model a growth mindset. Help children to see mistakes or failures as stepping you provide something that is new and unusual
• Paying attention to details stones for learning. Help children see there is more than one answer to a for them to explore, especially when it is linked to
problem. Demonstrate openly how adults do not get everything right. their interests.
• Be specific when you praise, especially noting effort such as how the child • Notice what arouses children’s curiosity, looking
concentrates, tries different approaches, persists, solves problems, and has for signs of deep involvement to identify learning
Keeping on trying new ideas. that is intrinsically motivated.
• Persisting with an activity or toward their goal • Supporting emotional resilience in the face of challenge, e.g. That must have • Ensure children have time and freedom to become
when challenges occur been frustrating after you worked so hard. I wonder how else you could try it. deeply involved in activities.
• Showing a belief that more effort or a different • Children develop their own motivations when you involve them. Give reasons • Provide calm and reduce stimuli if children become
approach will pay off, and that their skills can grow for what you are doing and talk about learning, rather than just directing. over-stimulated.
and develop (growth mindset)
Characteristics of Effective Learning / Active Learning: Motivation

• Step back and watch what children are doing. Be sensitive to when to join in • Children can maintain focus on things that interest
• Bouncing back after difficulties sensitively, following children’s lead, and when to leave them to it. Be careful them over a period of time. Help them to keep
not to disrupt their play and train of thought. ideas in mind by talking over photographs of their
• Be aware that younger children may want to watch rather than take part in previous activities.
Enjoying achieving what they set out to do some activities. • Make space and time for all children to contribute.
• Showing satisfaction in meeting their own goals • Look out for signs that young children show satisfaction in something they • Setting leaders should provide opportunities for
(I can!) have done. staff to actively engage in their own learning to
• Being proud of how they accomplished something • Encourage children to listen to each other’s ideas as they play, have fun and better support children’s activity.
– not just the end result think and learn together. Provide opportunities for children to celebrate with
their peers what they are doing and learning – not just focus on the end
• Enjoying meeting challenges for their own sake
result.
rather than external rewards or praise (intrinsic
motivation)
Statutory ELG: Managing Self Statutory ELG: Self Regulation

Children at the expected level of development will: Children at the expected level of development will:
-B
e confident to try new activities and show independence, resilience and - Set and work towards simple goals, being able to wait for what they want
perseverance in the face of challenge and control their immediate impulses when appropriate
53
Characteristics of Effective Learning / Thinking creatively and critically: Thinking
Thinking creatively and critically: Thinking

aving their own ideas
H •U se the language of thinking and learning: think, know, remember, forget, idea, makes sense, • In planning activities, ask yourself: Is this an
(creative thinking) plan, learn, find out, confused, figure out, trying to do. opportunity for children to find their own ways
• Thinking of ideas that are new and •M odel being a thinker, showing that you do not always know, are curious and sometimes to represent and develop their own ideas? Avoid
meaningful to the child puzzled, and can think and find out. I wonder? children just reproducing someone else’s ideas.
• Playing with possibilities (what if? •G ive children time to talk and think. Make time to actively listen to children’s ideas. • Build in opportunities for children to play with
what else?) •E ncourage open-ended thinking, generating more alternative ideas or solutions, by not materials before using them in planned tasks.
settling on the first suggestions: What else is possible? • Play is a key opportunity for children to think
• Visualising and imagining options
•A lways respect children’s efforts and ideas, so they feel safe to take a risk with a new idea creatively and flexibly, solve problems and link
• Finding new ways to do things and feel comfortable with mistakes. ideas. Establish the enabling conditions for rich
• Encourage children to question and challenge assumptions. play: space, time, flexible resources, choice,
• Help children to make links to what they already know. control, warm and supportive relationships.
• Support children’s interests over time, reminding them of previous approaches and • Recognisable and predictable routines help
Making links (building theories) encouraging them to make connections between their experiences. children to predict and make connections in their
• Making links and noticing patterns in • Help children to become aware of their own goals, make plans, and to review their own experiences.
their experience progress and successes. Describe what you see them trying to do, and encourage children • Routines can be flexible, while still basically
• Making predictions to talk about what they are doing, how they plan to do it, what worked well and what they orderly.
would change next time.
• Testing their ideas • Provide extended periods of uninterrupted time so
• Talking aloud helps children to think and control what they do. Model self-talk, describing
• Developing ideas of grouping, your actions in play. that children can develop their activities.
sequences, cause and effect • Value questions, talk, and many possible responses, without rushing toward answers too • Keep significant activities out instead of routinely
quickly. tidying them away, so that there are opportunities
• Sustained shared thinking helps children to explore ideas and make links. Follow children’s to revisit what they have been doing to explore
lead in conversation, and think about things together. possible further lines of enquiry.
• Encourage children to choose personally meaningful ways to represent and clarify their • Plan linked experiences that follow the ideas
Working with ideas (critical thinking) thinking through graphics. children are really thinking about.
• Planning, making decisions about • Take an interest in what the children say about their marks and signs, talk to them about • Represent thinking visually, such as mind-maps
how to approach a task, solve a their meanings and value what they do and say. to represent thinking together, finding out what
problem and reach a goal • Encourage children to describe problems they encounter, and to suggest ways to solve the children know and want to know.
• Checking how well their activities are problem.
• Develop a learning community which focuses on
going • Show and talk about strategies – how to do things – including problem-solving, thinking how and not just what we are learning.
and learning.
• Flexibly changing strategy as needed • Setting leaders should give staff time to think
• Encourage children to reflect and evaluate their work and review their own progress and
• Reviewing how well the approach learning. about children’s needs, to make links between
worked their knowledge and practice.
• Model the plan-do-review process yourself.

- Set and work towards simple goals, being able to wait for what they want
and control their immediate impulses when appropriate
54
Personal, Social and Emotional Development: Making relationships
what a child might be doing what adults might do what adults might provide
•E
njoys the company of others and seeks contact • Offer warm, loving and consistent care in your interactions with • The setting offers a welcoming, calm, caring
with others from birth. babies and young children, making good eye contact and handling environment that is inviting and will make the
children gently and respectfully. babies feel they want to come and play.
•S
hows their readiness to be social through using
their sensory abilities; following movement and • Respond sensitively and quickly to babies and young children’s • Implement a Key Person Approach, so that each
gazing at faces intently. needs, holding and comforting each child as they need child and their family have a special person to
relate to and rely on.
•M
oves body, arms and legs and changes facial • Learn from parents regarding caring practices at home so you
expression in response to others, e.g. sticking out can establish predictable and familiar patterns within your own • Continuing professional development and
tongue, opening mouth and widening eyes. interactions allowing the child to feel safe with you. supervision to support attachment relationships
between key persons and children in the setting
•R
esponds to what carer is paying attention to, e.g. • Tune in to the meaning of babies and young children’s
following their gaze. communications of crying, babbling, pointing or pulling and respond • Develop close partnerships with parents/carers,
with interest, watching and understanding the cues they offer so learning from their knowledge and expertise about
•D
istinguishes between people, recognising the
they feel acknowledged and known by you their baby
look, sound and smell of their close carer.
RANGE
• Notice and respect babies and young children’s signals that they no • Admissions are phased so that only one new child
•T
hey will usually calm, smile or reduce crying when
longer want to play or engage; pause and be quiet when they turn starts at a time to allow them to settle in gradually.
1
they hear their carers’/parent’s voice, or smell their

away. • Ensure the Key Person Approach underpins
clothing, for example.
• Spend plenty of time with your key children playing interactive all provision for babies including personal care
•H
olds up arms to be picked up and cuddled and
games, finger plays and singing familiar songs that engage you both events, play and daily interactions with parents/
is soothed by physical touch such as being held,
in mirroring movement and sounds, follow the child’s lead. carers.
cuddled and stroked.
• Take primary responsibility for your key children’s physical care • Arrange for staff absence to be covered by
•B
egins to display attachment behaviours such as
whenever you are both are present. practitioners who are already familiar to the
wanting to stay near and becoming upset when
children
left with an unfamiliar person. • Use care events to build a close relationship with babies and young
Personal, Social and Emotional Development: Making Relationships

children through respectful interactions and taking it slowly. Always • Allocate a secondary key person who takes
•B
ecomes wary of unfamiliar people or people they
explain what is going to happen and invite their participation. responsibility for the care of babies when their key
have not seen for a while.
person is absent.
• Be physically and emotionally available to babies and young children
to provide a secure base for them to feel secure and supported in • The number of changes children make between
their play and independent explorations groups and key person is reduced to as few as
•D
raws others into social interaction through possible during their time in the setting.
calling, crying and babbling, smiling, laughing and • Accept babies’ and young children’s need for security, allowing
moving their bodies and limbs them to stay close by when feeling insecure or anxious. Caregivers • Organise working patterns and activities to allow
may have to focus on regaining the baby or young child’s trust by the key person or secondary key person to be
•S
hares interest and attention by looking to where remaining available to them constantly until they feel secure again. available to support babies and toddlers and their
the adult is looking, pointing and using their gaze parents separating and reuniting at the beginning
to direct the adult’s attention to something • Get to know each babies’ and young child’s separation rituals and
and end of the day.
support them by being available when they are separating from and
•E
ngages another person to help achieve a goal, reuniting with their parents/carers • The day is predictable enough to give babies a
RANGE
e.g. to get an object out of reach sense of security but is flexible enough to respond
•C
ooperates with caregiving experiences, such as to individual children’s patterns.
2
dressing • Offer continuity and consistency for babies by the

•B
uilds relationships with special people key person undertaking all their key children’s care
needs; moving through each part of the bathroom,
lunch and sleep routine together, rather than
children moving from one adult to the next.
In some cases, suggestions for similar support for children’s development and learning apply across two ranges. In these cases the 55
Positive Relationships and Enabling Environments columns are shown in the colour of the first range, but apply to both adjacent ranges.
•D isplays attachment behaviours such as wanting • Let your key children know where you are going, what you are doing • The environment is designed so that the number
to stay near to their close carers, checking where and who they will be with, when leaving the group during the day or of times the key person has to leave the room is
they are and protesting when separated planning leave. limited. It helps for example, if the bathroom and
• I s wary of unfamiliar people • Support babies and young children’s need to hold on to their special feed preparation areas are en-suite.
•E xplores confidently when they feel secure in the comfort object while playing or getting changed. • Group rooms are as home-like as possible and
presence of a familiar adult and is more likely to • Key persons adopt a process of inviting, suggesting and then are decorated with photographs of the children’s
engage in new or challenging situations engaging with a child in interactions and care events to enable a families and other significant people, animals and
cooperative relationship to develop. places.
•C losely watches others’ body language to begin to
RANGE 2
understand their intentions and meaning • There are low adult chairs that support
(cont..)
practitioners when they are bottle-feeding babies

• I s fascinated by other children, watching them and and which also allow children to climb up onto
interacting with them through offering toys, food their laps.
etc, and by reaching for objects that another has
• Develop play opportunities centred on objects
babies bring from home, as these help them to
make transitions and experience continuity.
• Plan to have one-to-one time to interact with
young babies when they are in an alert and
responsive state and willing to engage.
• Create opportunities to sing to and with babies
and young children.
•E xplores the environment, interacts with others • Enable children to explore by being a secure base for them; sitting • Display photographs of practitioners, so that when
and plays confidently while their parent/carer or close by and at their level to show that you are physically and children arrive, their parents can show them who
key person is close by; using them as a secure emotionally available. will be there to take care of them.
base to return to for reassurance if anxious or in • Support a toddler’s explorations by drawing their attention to • Support children who are new to a group by
unfamiliar situations interesting things and smiling and nodding as they explore gradually settling them in over time so they can
•S hows empathy by offering comfort that they • Support children who are new to a group by working closely with get to know the people, the environment and the
themselves would find soothing, i.e. their dummy parents/carers to gradually settle them in over time, and allowing routines.
•E njoys playing alone and alongside others and is the child to stay close to you as much as they need. • Plan times for children to be with their key person,
also interested in being together and playing with • Give your full attention when young children look to you for a individually and in their key group.
RANGE
other children response. • Plan routine care events to support the

•W ill often watch, follow and imitate each other development of close relationships between the
3
• Be on hand to support social interactions between children.

in their play and will experiment with influencing key person and child and to support children’s
others, co-operating together and also resisting • Model gentleness and kindness in your interactions with children friendships
coercion in their interactions and each other.
• Ensure that group times for toddlers are small,
• Asserts their own ideas and preferences and takes • Help toddlers to understand each other’s thoughts and needs by short and active and are in a familiar space with a
notice of other people’s responses suggesting useful phrases, commenting on what might be going on familiar adult.
in their minds and modelling respectful and considerate responses
• Will sometimes experience long periods of social during play. • Create areas in which children can sit and chat
engagement as overwhelming and may withdraw with friends, such as a snug den and cosy spaces.
or collapse with frustration • Cultivate a sense of belonging by involving all children in welcoming
and caring for one another and in the shared organisational tasks of • Provide opportunities for toddlers to play alone,
the group. alongside and with others.
56

•B uilds relationships with special people but may • Use mealtimes as ideal occasions for children to practice social skills • Provide duplicates of favourite items to reduce
show anxiety in the presence of strangers by sitting together in small groups with their key person. competition and conflict.
• I s becoming more able to separate from their close • Play name games to welcome children to the setting and help them • Provide matching items for children and adults to
carers and explore new situations with support and get to know each other and the staff mirror each other in play, e.g. two identical musical
encouragement from another familiar adult instruments.
•S hows some understanding that other people have • Get to know each of your key children’s likes and dislikes and ways
perspectives, ideas and needs that are different to of eating. • Provide resources that promote cooperative play
theirs, e.g. may turn a book to face you so you can between two children such as a double sized easel
• Soothe each of your key children to sleep in the way agreed with or a truck two children can ride.
see it their parent and respect their individual “coming to” time.
RANGE
•S hows empathy and concern for people who are • Ensure many opportunities for outdoor play where
• Allow enough time in the bathroom, at lunch and when getting toddlers can be together without competing for
special to them by partially matching others’
4
ready to sleep, to support toddlers to be as autonomous as they can. space.

feelings with their own, e.g. may offer a child a toy
they know they like • Do not allow your own attitudes to food, bodily waste or dirt to
• I s beginning to be able to cooperate in favourable make a caring time negative for a child.
situations, such as with familiar people and
environments and when free from anxiety.
•S eeks out others to share experiences with and
may choose to play with a familiar friend or a child
who has similar interest
•S
eeks out companionship with adults and other • Continue to provide children with a secure base for them to return • Provide stability in staffing, key person

children, sharing experiences and play ideas to and to explore from by being available if needed. relationships and in grouping of the children.
•U
ses their experiences of adult behaviours to guide • Offer a warm and consistent presence, spending time playing and • Plan opportunities for children to spend time with
their social relationships and interactions being with children in 1:1 and small groups as well as in the whole their key person, individually and in small groups.
group.
•S
hows increasing consideration of other people’s • Create opportunities for children to get to know
needs and gradually more impulse control in • Show that you keep children “in mind” by referring to things you have everyone in the group.
favourable conditions, e.g. giving up a toy to noticed in their play or something that reminded you of them in some
• Plan the environment to create spaces for children
RANGE
another who wants it way.

to play alone, alongside or with others as they
5
•P
ractices skills of assertion, negotiation and • Model key skills of empathy, negotiation, compromise and positive choose.
compromise and looks to a supportive adult for assertion when playing with children and in your everyday
help in resolving conflict with peers interactions. • Provide time, space and open-ended materials
for children to collaborate with one another in
•E
njoys playing alone, alongside and with others, • Provide positive feedback during play, noticing and acknowledging different ways, for example, in block play.
inviting others to play and attempting to join children’s thoughtfulness towards each other.
others’ play
what a child might be doing what adults could do what adults could provide
•R
epresents and recreates what they have learnt
about social interactions from their relationships RANGE 5 & 6 (cont)
with close adults, in their play and relationships
with others • Support young children’s efforts to join in with others’ play and • Provide play activities that encourage cooperation
•D
evelops particular friendships with other inviting others into their play. and collaboration, such as parachute activities and
children, which help them to understand different ring games.
• Use different resources such as social stories and Persona Dolls
points of view and to challenge their own and to help children to develop strategies for building and maintaining • Choose books, puppets, and dolls and small world
others’ thinking relationships. play that help children explore their ideas about
•I s increasingly flexible and cooperative as they are friends and friendship and to talk about feelings,
• Offer calm and considered support for children as they experiences e.g. someone saying, You can’t play.
more able to understand other people’s needs, conflict with their peers. Use a problem-solving approach; You are
wants and behaviours fighting because you both want the blue bike, what can we do about • For young children who are finding it hard to make
• I s increasingly socially skilled and will take this? relationships in the group, develop other situations
steps to resolve conflicts with other children by such as a forest school activity or a creative arts
• Pause before intervening in children’s arguments to allow children project that may be more encouraging.
negotiating and finding a compromise; sometimes time resolve issues if they can.
RANGE
by themselves, sometimes with support

• Recognise and respect children’s particular friendships.
•R
eturns to the secure base of a familiar adult to
6
recharge and gain emotional support and practical • Notice and celebrate young children’s valuable contributions to their
help in difficult situations relationships with others, e.g. to younger children, new children or
new practitioners.
• I s proactive in seeking adult support and able to
articulate their wants and needs • Shy children or some with social and emotional difficulties may
be anxious when interacting with peers. One-to-one or smaller
•S
ome children may have had to make many group encounters in a familiar, cosy space can help a child to build
different relationships in their life. This may have confidence.
impacted on their understanding of what makes a
consistent and stable relationship
Statutory ELG: Building Relationships Statutory ELG: Managing Self

- Work and play cooperatively and take turns with others; - Explain the reasons for rules, know right from wrong and try to
- Form positive attachments to adults and friendships with peers; behave accordingly
- Show sensitivity to their own and to others’ needs.
58
Personal, Social and Emotional Development: Sense of self
what a child might be doing what adults could do what adults could provide
•L
earns about their physical self through • Engage in attentive, uninterrupted play with babies when they are • Allow for flexibility within practice so that the
exploratory play with their hands and feet and alert and ready. routines you follow offer continuity between
movement home and setting.
• Provide many opportunities for babies to explore how their bodies
• I s becoming aware of self as they imitate sounds move by giving them free play time on the firm surface of the floor. • Learn from parents/carers about each baby’s
and expressions that are mirrored back to them by family culture, traditions and languages.
• To support their sense of agency and autonomy, only put babies
close adults: laughing and gurgling during physical into positions that they can get into and out of themselves. For • Share knowledge about each child’s language(s)
interactions example, do not put them on their tummies until they can roll over by making a poster or book of greetings and key
•S
hows awareness of being a separate individual independently. phrases to use
through initiating contact with others using voice, • Listen, respond to and build on babies’ expressions, actions, and • Provide comfortable areas where parents,
RANGE
gesture, eye contact and facial expression and gestures, engaging in conversation with them. practitioners and young babies can be together.
through secure-base behaviours
1
• Play interactive games that help babies recognise themselves, such • Create time at the beginning and end of each day
•E
xpresses awareness of their physical self through as finger plays and action rhymes. to talk and reflect with parents about their baby’s
their own movements, gestures and expressions daily needs, progress and development, with
and by touching their own and other’s faces, eyes, • Spend one-to-one time playing, talking and looking at books that
communication support for different language
and mouth in play and care events are of personal relevance together.
speakers and users.
•S
hows growing confidence that their needs will be • Talk with babies about people and things that are special to them,
• If appropriate, plan to have times when babies and
met by freely expressing their need for comfort, such as their family members or pets.
older siblings or friends can be together.
nourishment or company • Offer commentary to babies about what is happening around them
• Place mirrors where babies can see their own
and what they are doing.
reflection. Talk with them about what they see.
•R
esponds to their own name and enjoys finding • Notice and acknowledge babies’ independently chosen activities
• Create sufficient safe space for babies to move,
own nose, eyes or tummy as part of interactive and tasks, valuing their efforts as well as celebrating their
roll, stretch and explore.

games achievements.
• Provide objects and images that reflect the baby
•S
hows an interest in their reflection in a mirror, • Use care events to support a positive sense of self through
and their home.
although may not yet realise that the reflection is respectful interactions.
them • Provide types of food and styles of serving and
• Support a baby’s confidence by being close by as they explore.
eating that are familiar to each child.
•S
hows separation anxiety as they become more • Offer manageable choice between two things, e.g. Would you like the
• Display photos of family and other special people.
aware of themselves as separate individuals blue t-shirt or the one with spots on?
•S
hows an emerging autonomy through asserting • Provide toys and open- ended play experiences
•Use familiar greetings, in relevant languages, with children, parents
RANGE
choices and preferences such as different tastes that match the play interests and styles of
and each other.
individual babies.
2
and rejects things they do not want, for example by

• Learn from parents the baby’s usual experience of feeding, changing,
pushing them away • Provide play resources that reflect each baby’s
sleeping and comforting before taking on these tasks yourself.
•U
nderstands that their own voice and actions home culture and that help them to make links
• Ensure a baby feels safe and secure whilst preparing their food, with the smells and sounds of home.
causes an effect on others, e.g. clapping hands
preparing to change their nappy or to go out for a walk by talking to
starts a game
them and providing suitable toys and/or comforters for them while
•S
hows growing self-confidence through playing they wait.
freely and with involvement
• I s aware of and interested in their own and others’ • Use play and stories to positively support toddlers’ understanding of • Create displays and albums of photographs of the
physical characteristics, pointing to and naming their physical selves and social identities. children and the activities they have participated
features such as noses, hair and eyes • Share toddlers’ pleasure when they do something for themselves in.
•E xperiments with what their bodies can do and celebrate by sharing with others such as parents, other children • Encourage children to take their own photographs
through setting themselves physical challenges, or practitioners. within the setting.
e.g. pulling a large truck upstairs • Recognise a child’s growing sense of agency and respect their • Displays, equipment and resources are reflective
attempts to gain independence by giving time for doing things for
•B egins to use me, you and I in their talk and to of the children’s linguistic social and cultural
themselves in routines.
RANGE
show awareness of their social identity of gender, backgrounds and those of the wider community,
ethnicity and ability • Making choices is important for all children. Consider, with parents/ so there are items that are familiar to each child.
3
carers and other professionals, ways in which you provide for

•S hows their growing sense of self through children with disabilities to make choices. • Share observations and consult with parents on
asserting their likes and dislikes, choices, decisions, each child’s interests, dispositions, wellbeing and
• Provide toddlers with opportunities to practise making choices and
and ideas. These may be different to those of the decisions such as when serving themselves from dishes on the lunch achievements, whatever they may be.
adult or their peers; often saying no, me do it or table. • Adapt the environment to support the needs
mine of children with mobility, visual or hearing
• Support toddlers’ autonomy by involving them in the daily
organisation of the home or group by setting the table, for example. impairment.
•K nows their own name, their preferences and • Be close by and available to provide encouragement and support • Plan the environment so that storage for coats,
interests and is becoming aware of their unique when a toddler needs it but show trust in their capabilities. nappies, shoes and comforters are labelled with
abilities • Be aware of and alert to possible dangers, while recognising the individual children’s photographs and names so
importance of encouraging young children’s sense of exploration children can access them independently.
• I s developing an understanding of and interest in
and risk-taking. • Provide an environment that is stable and familiar
differences of gender, ethnicity and ability
• Offer extra support to children in new situations where they so children can find what they need, feel secure
•S hows a sense of autonomy through asserting may not understand the expectations or have confidence in their and be autonomous in their play
their ideas and preferences and making choices abilities.
and decisions • Plan personalised play that follows each child’s
• Recognise and value toddlers unique interests and abilities by interests and possible lines of development
•E xperiments with their own and other people’s following and building on what they show you about their play
views of who they are through their play, through interests and preferences. • Ensure materials are easily accessible so all
RANGE
trying out different behaviours, and the way they children have access to them and can make
• Be sensitive to differences in attitudes and expectations amongst
talk about themselves choices in their play.
4
families and maintain a two-way communication about their values

• I s gradually learning that actions have and approach. • Provide mark making and collage materials that
consequences but not always the consequences • Recognise each child’s social and cultural context by talking about allow children to accurately represent their skin
the child hopes for the places children go to, celebrations they enjoy and the people colour and hair type.
they love. • Offer play experiences that are equally attractive
• Notice your interactions with children of different genders, to girls and boys and can be accessed by children
ethnicities or abilities; are you conveying any unconscious bias? Are with a disability in the best way they can.
you actively challenging stereotypes and assumptions?
60

• I s becoming more aware of the similarities and • Celebrate each child’s uniqueness by openly talking with them about • Involve parents in their children’s learning and
differences between themselves and others in their individual characteristics and their similarities and differences learn about each child’s home culture from them.
more detailed ways and identifies themself in with others in a positive way.
relation to social groups and to their peers • Plan regular opportunities for children to talk
• Value difference through showing genuine interest in and valuing to their small group about something they are
• I s sensitive to others’ messages of appreciation or all children’s contributions through listening carefully and providing interested in or have done.
criticism opportunities for children to be fully themselves.
• Include mirrors and photographs of the children
•E
njoys a sense of belonging through being
RANGE
• Offer extra support to children in new situations or when they are and their families and friends in the environment.
involved in daily tasks feeling anxious or insecure.
• Reflect children’s socio-cultural and ethnic
5
• I s aware of being evaluated by others and begin to • Talk to children about choices they make and help them understand backgrounds and those of the wider community
develop ideas about themselves according to the that this may mean that they cannot do something else. in the environment, play opportunities and
messages they hear from others resources.
• Show trust in young children’s abilities by showing them how to use
•S
hows their confidence and self-esteem through and care for materials, letting them try and noticing when they need • Give time for children to pursue their play and
being outgoing towards people, taking risks and help; offering but not taking over. learning without interruption, to complete
trying new things or new social situations and activities such as role play, construction, building
being able to express their needs and ask adults • Be aware of and respond to the particular needs of children who are dens and painting to their satisfaction, and to
for help learning English as an additional language. return to their activities if they wish.
• Engage with children in exploring and talking about what they are • Provide experiences and activities that are
•R
ecognises that they belong to different doing, valuing their ideas and ways of doing things. challenging but achievable.
communities and social groups and communicates • Offer help with activities when asked but not before and see
freely about own home and community • Provide a role-play area resourced with materials
struggle and mistakes as important parts of learning. reflecting children’s family lives and communities.
• I s more aware of their relationships to particular • Intervene when children need help and validation of feelings in Consider including resources reflecting lives that
social groups and sensitive to prejudice and difficult situations, such as prejudice or unkindness. are unfamiliar, to broaden children’s knowledge
discrimination and reflect an inclusive ethos.
• Use books, stories and Persona Dolls to engage children in thinking
•S
hows confidence in speaking to others about about difference, unfairness, prejudice and discrimination. • Involve children in drawing or taking photographs
their own needs, wants, interests and opinions in of favourite activities or places, to help them
RANGE
• Notice and appreciate young children’s efforts not just their

familiar group describe their individual preferences and opinions.
achievements, encouraging their inner motivation rather than
•C
an describe their competencies, what they • Provide books, stories, songs, music and other
6
working just for your approval or a sticker.

can do well and are getting better at; describing cultural artefacts that are drawn from a wide range
themselves in positive but realistic terms • Listen carefully to young children. Take their ideas and opinions into of traditions and styles.
account and involve them in making decisions about daily events.
•H
as a clear idea about what they want to do in • Provide and engage with CPD to extend
their play and how they want to go about it • Young children with disabilities or learning difficulties may need practitioner’s awareness of anti-bias practice.
additional support in making choices and decisions and being
•S
hows confidence in choosing resources and autonomous.
perseverance in carrying out a chosen activity

- Be confident to try new activities and show independence,
resilience and perseverance in the face of challenge
Personal, Social and Emotional Development: Understanding emotions
•C
ommunicates a range of emotions (e.g. pleasure, • Learn from parents about how their baby expresses their emotions • Observe babies’ emotional responses and plan the
interest, fear, surprise, anger and excitement) and what they do to soothe them routines, the environment and play experiences to
through making sounds, facial expressions, and support them.
• Support babies who are distressed on separating from their parents
moving their bodies
by acknowledging their feelings and reassuring them. • Encourage parents to bring their baby’s comforter/
•E
xpresses feelings strongly through crying in order transitional object to ease the change from home
to make sure that their needs will be met • Be responsive to all communication such as crying, babbling
to setting.
and physical movements to acknowledge a baby’s emotional
•M
ay whimper, scream and cry if hurt or neglected. expressions. • Create a cosy, quiet place for babies to be calm.
If their needs are not responded to, they may
become withdrawn and passive • Be emotionally and physically available, providing a secure presence • Provide comfortable seating such as a sofa or
and a refuge at times when a baby may be feeling anxious. cushions for baby and key person to be together.
RANGE
•S
eeks physical and emotional comfort by snuggling
in to trusted adults • “Tune in” to a baby’s emotions and respond calmly, gently and • Create spaces and experiences in which babies
1
sensitively in a way that follows their needs feel secure enough to explore and play.
• I s affirmed and comforted by familiar carers
through voice, physical presence and touch, for • Use calming processes such as rocking or calmly singing in response • Provide resources including picture books and
example singing, cuddles, smiles or rocking to emotional expression and note what helps to sooth and support stories that focus on a range of emotions.
the baby • Store babies’ toys and comforters where they can
•R
eacts emotionally to other people’s emotions;
smiling when smiled at and becoming distressed • Learn lullabies and other songs that babies know from home and find and reach them.
if they hear another child crying or see a blank sing them to the babies for comfort. • Communicate with parents/carers daily to ensure
unresponsive face • Make sure that babies, toddlers and young children have access to continuity of care between home and setting.
their comfort object whenever they need it. • Communicate with sensitivity when interacting
• Shows a wider variety of feelings, using crying, • Show babies they are safe and loved by comforting them when with parents who do not speak or understand
gestures and vocalisations freely to express their experiencing frustration and anxiety. English and draw on the language skills available
needs where possible.
• Share in babies’ happy and joyful experiences, joining in with their
•B
egins to become aware of their emotions as excitement without overwhelming them with your responses. • Develop close partnerships with parents to discuss
the connections in the brain that make feelings and agree boundaries of behaviour
• Be consistent in your responses so that babies gradually become
conscious grow and develop
aware of reasonable boundaries • Maintain an awareness and understanding that
•U
ses familiar adult to share feelings such as children who have had adverse experiences may
excitement and for “emotional refuelling” when • Support babies and young children in their play with others
require additional all-round support.
feeling tired or anxious modelling caring and respectful behaviours and affirming their pro-
social behaviours. • Ensure practitioners have regular opportunities
RANGE
•U
ses a comfort object, familiar others, routines or to reflect on their emotional responses to the
spaces to soothe themselves, particularly when • Be alert to unexplained changes in behaviour or unusual injuries a
children and to their work as well as thinking
2
separated from their close carer child has and take action within safeguarding guidelines.
about the children’s progress and planning play
•B
ecomes more able to adapt their behaviour and experiences.
increase their participation and co-operation as
they become familiar with and anticipate routine
•E
xplores the boundaries of behaviours that are
accepted by adults and become aware of basic
rules as they use their emerging agency and
autonomy
62

•E xpresses positive feelings such as joy and • Be a secure base for toddlers to return to for “emotional refuelling” • Maintain consistency of key person relationships
affection and negative feelings such as anger, when encountering novel situations or social conflict and in the organisation of staffing
frustration and distress, through actions, challenges. • Keep changes in group and routine to a minimum
behaviours and a few words • Create regular opportunities to be in very small groups or 1:1 times • Ensure that observation and planning for children’s
•E xperiences a wide range of feelings with great with the key person. emotional needs is a central focus.
intensity, such as anger and frustration, which can • Reduce frustration and conflict by keeping routines flexible so that
be overwhelming and result in losing control of • Provide books, stories and puppets that can be
young children can pursue their interests. used to model responding to others’ feelings and
feelings, body and thinking
RANGE
• Understand that “emotional storms” are a sign of a child being being helpful and supportive.
• I s aware of others’ feelings and is beginning
overwhelmed by strong emotions such as anger, frustration, fear, • Provide sufficient materials and duplicates of
3
to show empathy by offering a comfort object

anxiety and sadness. popular items to reduce conflict, e.g. ride on toys,
to another child or sharing in another child’s
excitement • Show empathy and stay close by to offer support and reassurance as construction toys, and several copies of the same
•A sserts their own agenda strongly and may display the child calms after an emotional collapse. book
frustration with having to comply with others’ • Use real life experiences to help children to understand a wide • Create enough space and organise resources
agendas and with change and boundaries range of emotions in others and themselves by talking about so that toddlers can play without becoming
different emotions as they occur during play. frustrated.
• Model empathy and talk about others’ feelings. For example, Amaya • Create calm spaces inside and out, for retreat and
•E xpresses the self-aware emotions of pride and is feeling sad today because she is missing her mummy. relaxation
embarrassment as well as a wide range of other
feeling • Understand that young children communicate their feelings • Offer play opportunities with open-ended
through their behaviours and respond by showing empathy for their materials.
•C an feel overwhelmed by intense emotions, underlying feelings
resulting in an emotional collapse when • Provide for vigorous physical play.
frightened, frustrated, angry, anxious or over- • Demonstrate clear and consistent boundaries without being rigid

stimulated and unreasonable
• I s becoming able to think about their feelings as • Take children seriously and understand their motivations and
their brain starts to develop the connections that underlying reasons for their actions.
help them manage their emotions • Show you are supportive by empathising when toddlers’ attempts at
•S eeks comfort from familiar adults when needed assertion and negotiation go wrong and helping them to find more
RANGE
and distracts themselves with a comfort object effective ways.

when upset • Show fairness; apply rules consistently but reasonably and flexibly
4
•R esponds to the feelings of others, showing when necessary.

concern and offering comfort • Support young children’s rights to be kept safe by others by helping
•M ay recognise that some actions can hurt or them to assert themselves positively and by respecting their bodily
harm others and begins to stop themselves from integrity
doing something they should not do, in favourable
conditions
•P articipates more in collective cooperation as their
experience of routines and understanding of some
boundaries grows
•E
xpresses a wide range of feelings in their • Create a listening culture and atmosphere which is calm and caring, • Plan small group circle times when children can
interactions with others and through their where young children feel able to express their emotions explore feelings, e.g. through stories.
behaviour and play, including excitement and
• Model caring responses and comforting or helping behaviours in • Create familiar, predictable routines, including
anxiety, guilt and self-doubt
your interactions with all children. opportunities to help in appropriate tasks, e.g.
•M
ay exhibit increased fearfulness of things like the setting the table or putting away toys.
• Name and talk about a wide range of feelings and make it clear
dark or monsters etc and possibly have nightmares
that all feelings are understandable and acceptable. Put children’s • Display a sequence of photographs to show the
•T
alks about how others might be feeling and feelings into words for them: It looks like you’re cross about that. routines in the setting to support younger or new
responds according to their his understanding of children and children with additional needs.
• Model how you manage your own feelings, e.g. I’m feeling a bit angry
the other person’s needs and wants
and I need to calm down, so I’m going to… • Provide photographs and books where emotions
RANGE
• I s more able to recognise the impact of their her are being expressed to look at and talk about with
• Help children to recognise when their actions hurt others. Do not children.
choices and behaviours/actions on others and
5
expect children to say sorry before they have a real understanding of

knows that some actions and words can hurt
what this means. Instead help them to suggest solutions to a conflict • Use Persona Dolls to help children consider
others’ feelings
when they are emotionally ready. feelings, ways to help others feel better, and ways
•U
nderstands that expectations vary depending to manage conflicting opinions, be fair and get on
• Be emotionally available to young children when they need to with each other.
on different events, social situations and changes
“emotionally refuel” to help them to cope with difficult situations,
in routine, and becomes more able to adapt their
conflict and difficult emotions. • Provide a range of music, stories, open ended
behaviour in favourable conditions
materials and play opportunities, play props and
• Ask children for their ideas on what might make people feel better resources to support young children in exploring
when they are sad or cross. and making sense of feelings such as fear, anxiety
• Children with developmental differences such as Autism Spectrum and anger.
•U
nderstands their own and other people’s feelings, Disorders may need additional support in developing empathy.
offering empathy and comfort • Offer environments that include stimulating and
Using role play opportunities, social stories and providing feedback challenging spaces but also calm and comfortable
•T
alks about their own and others’ feelings and can help a child to recognise their feelings of empathy . spaces.
behaviour and its consequences • Provide clear boundaries without being inflexible. • Set, explain and maintain clear, reasonable and
•A
ttempts to repair a relationship or situation • Discuss rules and fairness with young children and show positive consistent boundaries so that children can feel
RANGE
where they have caused upset and understands appreciation of young children’s pro-social behaviours of kindness safe and secure in their play and other activities.
how their actions impact other people
6
and helpfulness for example.

• Is more able to manage their feelings and tolerate
situations in which their wishes cannot be met
64

•S
eeks support, “emotional refuelling” and practical • Support children in recognising the consequences of behaviours and • Use pictures, shared gestures or sign language to
help in new or challenging situations. responses that make other children or adults feel upset and help show young children and those with additional
them to repair this by finding new responses or behaviours. needs the expected behaviours.
• I s aware of behavioural expectations and sensitive
to ideas of justice and fairness • Actively listen to children’s talk, play, body language and behaviours • Involve children in agreeing codes of behaviour
and think about what the child is telling you. and taking responsibility for implementing them.
•S
eeks ways to manage conflict, for example
through holding back, sharing, negotiation and • Make opportunities for children and adults to listen to each other • Provide books with stories about characters that
compromise and explain their thinking, feelings and actions as far as they are follow or break rules, and the effects of their
able. behaviour on others.
• Collaborate with children in creating rules and expectations within • Carefully prepare all children for any changes to
their routine, particularly those with a SEN such
RANGE 6
a group such as mutual respect, compromise, caring behaviours

as autism.
(cont.)
towards themselves, others and the environment.

• Have agreed procedures outlining how to respond
• Adopt a partnership approach with parents when discussing to unexpected or unusual changes in children’s
boundaries and expectations to maintain continuity for children. behaviour.
• Share policies and practice on safeguarding
procedure with parents/carers from the outset.
• Provide and engage in CPD that supports
practitioners understanding and response to
children’s emotional difficulties and safeguarding
concerns.

Statutory ELG: Self-Regulation Statutory ELG: Managing Self
- Show an understanding of their own feelings and those of - Explain the reasons for rules, know right from wrong and try to
others, and begin to regulate their behaviour accordingly behave accordingly
Communication and Language: Listening and attention
•T
urns toward a familiar sound then locates range • Get physically close making sure the baby can see your face. Make • Share stories, songs and rhymes from all cultures
of sounds with accuracy sure the baby is looking at you and wants to interact. This will help and in babies’ home languages and other
•L
istens to, distinguishes and responds to the baby to observe faces and notice communications. languages common in communities.
intonations and sounds of voices • Show that you are present and tuned in by using eye contact and • Share favourite stories, songs, rhymes or music as
•R
eacts in interaction with others by smiling, touch to create shared moments of interaction. babies are settling to sleep, or at other quiet times.
looking and moving • Be attentive and leave space for the baby to start a “serve and
RANGE
• Sing frequently with young babies, encouraging

• Quietens or alerts to the sound of speech return” conversation. them to join in.
1
•L
ooks intently at a person talking, but stops • Use a range of animated facial expressions to show babies you are • Create an environment which invites responses
responding if speaker turns away interested in them. from babies and adults, for example, touching,
• Listens to familiar sounds, words, or finger plays • Use a lively voice with ups and downs to help babies tune in. smiling, smelling, feeling, listening, exploring,
• Say the baby’s name to draw their attention. describing and sharing.
•F
leeting attention – not under child’s control, new
stimuli takes whole attention • Imitate the baby’s responses to show you notice and value their • Establish a familiar pattern by spending prolonged
contributions. moments of time each day interacting with the
baby, or a small group of babies.
• Encourage playfulness, laughter, turn-taking and responses, using
•M
oves whole body to sounds they enjoy, such as “peek-a-boo” and action rhymes. • Consider what it feels like to use your voice in
music or a regular beat your environment – what kinds of soundscape
• Sing songs and rhymes during everyday routines.
and sensory atmosphere do children experience?
•C
oncentrates intently on an object or activity of • Use repeated sounds, and words and phrases so babies can begin to Is the invitation to “join in” with this environment,
own choosing for short periods recognise particular sounds. using voices, bodies and objects to make noise,
RANGE
•P
ays attention to dominant stimulus – easily • Pay attention to babies’ teasing and emergence of humour. They irresistible?
distracted by noises or other people talking. may use inanimate objects to tease and provoke your reaction.
2
•E
njoys laughing and being playful with others • Follow the baby’s focus and pay joint attention to what they are
interested in.
•L
istens to and enjoys rhythmic patterns in rhymes • Use natural gestures and/or signing e.g. waving “bye-bye”. • Collect resources that children can listen to and
and stories, trying to join in with actions or learn to distinguish between. These may include
• Let the child choose the activity and follow their interest .
vocalisations games that involve guessing which object makes a
• Use percussion instruments to take turns. particular sound
•E
njoys rhymes and demonstrates listening by
trying to join in with actions or vocalisations • Sing songs and encourage repetitive action rhymes. • Encourage listening in its widest sense; this could
• Play alongside the child and talk together. include opportunities to listen to human noises,
•P
ays attention to own choice of activity, may
non-human noises, objects that make interesting
RANGE
move quickly from activity to activity • Encourage young children to explore and imitate sound. noise, weather and other outdoor sounds.
3
• Talk about the different sounds they hear, such as a tractor’s • Provide opportunities to listen to the sounds of
chug chug while sharing a book. the local area, the home and the natural world.
• Listen to sounds that are easily identifiable
and mysterious noises that are not. Model and
encourage playful imaginative responses.
66

•L
istens with interest to the noises adults make • Model being a listener by listening to children and taking account of • Use puppets and other props to encourage
when they read stories what they say in your responses to them. listening and responding when singing a familiar
• Have conversations with children as part of everyday activities song or reading from a story book.
•R
ecognises and responds to many familiar sounds,
e.g. turning to a knock on the door, looking at or • Play alongside children and talk with them as part of playful • Encourage children to learn one another’s names
going to the door encounters and to pronounce them correctly.
• Model and encourage language for thinking by using phrase such as • Ensure all practitioners can pronounce the names
•S
hows interest in play with sounds, songs and of children, parents and other practitioners.
rhymes I wonder..., What if…, I have an idea.
RANGE
• Encourage repetition, rhythm and rhyme by using tone and • Find out parents’ preferred names for themselves
•S
ingle channelled attention; can shift to a different and their children.
intonation as you tell, recite or sing stories, poems and rhymes from
4
task if attention fully obtained – using child’s name books. • Where possible minimise background noise and
helps focus visual distractions in the environment, and ensure
• Be aware of and actively support the needs of children learning
English as an additional language from a variety of cultures and ask spaces are separated enough for children to listen
parents to share their favourite stories, rhymes and songs in their to each other.
home languages. • Encourage talk in all spaces, both indoors and
outdoors.
•L
istens to others in one-to-one or small groups, • Engage in role play and imaginary play scenarios and model • When making up alliterative jingles, draw attention
when conversation interests them listening behaviours. to the similarities in sounds at the beginning
•L
istens to familiar stories with increasing attention • Encourage children to listen to their friends and take turns in play of words and emphasise the initial sound, e.g.
and recall and activities. mmmmummy, shshshshadow, K-K-K-KKaty.
• J oins in with repeated refrains and anticipates key • Make mistakes when telling stories/singing songs so the children • Plan activities listening carefully to different
events and phrases in rhymes and stories correct you. speech sounds, e.g. a sound chain copying the
voice sound around the circle, or identifying other
RANGE
ocusing attention – can still listen or do, but can

•F • Cue children, particularly those with communication difficulties, to
children’s voices on tape.
change their own focus of attention listen by first using their name, and signal a change of conversation,
5
e.g. Now we are going to talk about… • When singing or saying rhymes, talk about the
• Is able to follow directions (if not intently focused)
similarities in the rhyming words. Make up
• Share rhymes, books and stories from many cultures, sometimes
alternative endings and encourage children to
using languages other than English, particularly where children are
supply the last word of the second line, e.g. Hickory
learning English as an additional language.
Dickory bee, The mouse ran down the...

• Invite parents and members of wider communities to story-telling
• Set up a listening area or other opportunities
opportunities, so children can use their full language repertoire.
where children can enjoy rhymes and stories.
•S
hows variability in listening behaviour; may move Children then hear a range of languages, and the value of home
either independently or with an adult.
around and fiddle but still be listening or sit still languages as well as English.
• Provide instruments for musical play.
but not absorbed by activity • Introduce “rhyme time” bags containing books that are relevant to
the communities of your setting. Encourage taking these home, and • Provide opportunities to listen in different kinds of
•M
ay indicate two-channelled attention, e.g. paying
involve parents in rhymes and singing games. environments, e.g. outdoor spaces, dens, large and
RANGE
attention to something of interest for short or long

small rooms and buildings.
periods; can both listen and do for short span • Ask parents to record and share songs and rhymes that have
6
meaning to them, their family and community. • Explore different kinds of surfaces and how noise
bounces off them.
RANGE 5 & 6 (cont)

• Choose stories with repeated refrains, dances and action songs • Talk with children about how we listen differently
involving looking and pointing, and songs that require replies and to different things, for example animals and types
turn-taking. of music.
• Plan regular short periods when individuals listen to others, such as
singing a short song, sharing an experience or describing something
they have seen or done.
• Play games which involve listening for a signal, such as Simon Says,
and use Ready, steady…go!
• Use opportunities to stop and listen carefully for environmental
sounds, and talk about sounds you can hear using words such as long,
short, high, low.
• Play with sand timers to help extend concentration for children who
find it difficult to focus their attention on a task.
• Explain why it is important to pay attention by looking and listening
when others are speaking.
• Give children opportunities both to speak and to listen, ensuring
that the needs of children learning English as an additional language
are met, so that they can participate fully starting with simple
actions and gestures, progressing to single words and phrases, and
then to using more complex sentences.
Statutory ELG: Listening, Attention and Understanding Statutory ELG: Self-Regulation

- Listen attentively and respond to what they hear with relevant - Give focused attention to what the teacher says, responding
questions, comments and actions when being read to and appropriately even when engaged in activity, and show an
during whole class discussions and small group interactions ability to follow instructions involving several ideas or actions.
- Make comments about what they have heard and ask questions
to clarify their understanding;
- Hold conversation when engaged in back-and-forth exchanges
with their teacher and peers.
68
Communication and Language: Understanding
• Turns when hears own name • Look at the baby and say their name. Make eye contact and wait for • Let babies see and hear the sequence of actions
them to react. you go through as you carry out familiar routines.
• Starts to understand contextual clues, e.g. familiar
gestures, words and sounds • Interpret and give meaning to the things young babies show interest • Provide resources and spaces that stimulate
in, e.g. when babies point to an object tell them what it is. babies’ interests such as a shiny bell, a book or a
• Use an animated, enthusiastic face when interacting with children. mirror on the floor or on your lap.
RANGE
• Observe children as they watch their environment. • Find out from parents how babies make
1
themselves understood at home.

• Look out for strategies babies use to attract your attention, such as
seeking eye contact, gestures such as pointing, facial expressions • Confirm which is their home language.
and intentional physical movement. • Display lists of words from different home
• Talk to babies about what you are doing and what is happening, so languages, and invite parents and other adults to
• Is developing the ability to follow others’ body they will link words with actions, e.g. preparing lunch. contribute. Include all languages in the community
language, including pointing and gesture since seeing their languages reflected in the
• Use actions including hands and finger plays to support your words, setting will encourage all parents to feel involved
• Responds to simple questions when in a familiar e.g. waving when you say bye bye. and valued.
context with a special person (e.g. Where’s
Mummy?, Where’s your nose?) • Speak clearly. Babies respond well to a higher pitched, sing-song • When singing rhymes and songs use actions to
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voice. support children’s understanding of words and

• Understanding of single words in context is their relation to wider life.
2
developing, e.g. cup, milk, daddy • Use and repeat single words while you share attention to an object
or event, so the baby can gradually link the word to its meaning.
• Understands different situations - able to follow • Use gestures and facial expression to help show your meaning. • Plan play activities and provide resources which
routine events and activities using nonverbal cues • Be aware that young children’s understanding is much greater than encourage young children to engage in symbolic
• Selects familiar objects by name and will go and their ability to express their thoughts and ideas. For example, a child play, e.g. putting a “baby” to bed and talking to it
find objects when asked, or identify objects from may be able to go and hang their coat up when asked but say only appropriately.
a group coat up to explain what they did. • Plan real world shared experiences such as visits,
• Understands simple sentences (e.g. Throw the ball) • Recognise young children’s competence and appreciate their efforts everyday tasks, or preparing activities in the
when they show their understanding of new words and phrases setting.
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(Yes, that is a little flower). • Use pictures, books, real objects, and signs
3

• Use language appropriate to the child’s level of understanding. alongside your words.
• Stay with the child while they play, taking time to watch their
movements and react to their initiations and adding words to
describe what the child is doing.
• I dentifies action words by following simple • Be attentive and respond to children’s talk in an appropriate and • Include things which excite young children’s
instructions, e.g. Show me jumping positive way. curiosity, such as hats, bubbles, shells, story books,
•B
eginning to understand more complex sentences, • Use talk to describe what children are doing by providing a running seeds and snails, which reflect their wider living
e.g. Put your toys away and then sit on the carpet commentary, e.g. Oh, I can see what you are doing. You have to put the and non-living communities.
•U
nderstands who, what, where in simple questions milk in the cup first. • Provide activities, such as cooking, where talk is
(e.g. Who’s that? Who can? What’s that? Where is?) • Provide opportunities for children to talk with other children and used to anticipate or initiate what children will be
doing, e.g. We need some eggs. Let’s see if we can
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•D
eveloping understanding of simple concepts (e.g. adults about what they see, hear, think and feel.
find some in here
fast/slow, good/bad) • Talk slowly enough for the child to understand.
4
• Provide words by labelling objects, actions and abstract things like

feelings.
• Stay with the child while they play, play alongside the child and
show attentive companionship as you share conversations.
nderstands use of objects (e.g. Which one do we

•U • Prompt children’s thinking and discussion through involvement in • Set up shared experiences that children can reflect
cut with?) their play. upon, e.g. visits, cooking, or stories that can be
hows understanding of prepositions such as under,
•S • Talk to children about what they have been doing and help them to re-enacted.
on top, behind by carrying out an action or selecting reflect upon and explain events, e.g. You told me this model was going • Help children to predict and order events
correct picture to be a tractor. What’s this lever for? coherently, by providing props and materials that
• When you need to give children directions be clear and help them to encourage children to re-enact, using talk and
•R
esponds to instructions with more elements, e.g. action
Give the big ball to me; collect up all the blocks and deal with those involving more than one action, e.g. Time to come and
put them in the box wash your hands and then we’ll set the table for lunch. • Find out from parents how children make
• When introducing a new activity, use mime and gesture to support themselves understood at home; confirm
eginning to understand why and how questions
•B which their preferred language other modes of
language development.
communication are.
• Showing and talking about a photograph of an activity such as hand
washing can help to reinforce understanding. • Tune into children’s preferred modes of
communication – perhaps direct questions feel
• Make playful “silly mistakes” deliberately to prompt reaction and
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confronting but shared making or an exchange

allow children to explore being the “expert”. of funny expressions or gestures creates a
5
• Be aware that some children may watch another child in order connection more effectively.
to know what to do, rather than understanding what you’ve said • Provide practical experiences that encourage
themselves. children to ask and respond to questions, e.g.
• Embed sustained shared thinking approaches to extend language explaining pulleys or wet and dry sand.
and conversational moments to help increase the child’s awareness • Alongside books, introduce story props, such
and understanding of speech. as pictures, puppets and objects, to encourage
children to retell stories and to think about how
the characters feel.
• Displays can connect experiences across places
or provide reminders of previous trips, events or
seasons, for example.
70

• Understands a range of complex sentence • Ask children to think in advance and predict how they will • Set up displays that are interactive so children can
structures including negatives, plurals and tense accomplish a task. Talk through and sequence the stages together. touch, pick up etc and talk about/reflect on their
markers • Enjoy sharing stories with individual children and small groups. experiences
• Beginning to understand humour, e.g. nonsense Engage in sustained shared thinking with them to extend their • Provide for, initiate and join in imaginative play
rhymes, jokes thinking and use of vocabulary. and role-play or real life storytelling encouraging
children to talk about what is happening and to act
• Able to follow a story without pictures or props • Use appropriate vocabulary during play with children to encourage out the scenarios in character.
• Listens and responds to ideas expressed by others them to think about stories and cultural narratives.
in conversation or discussion • Use stories from books to focus children’s attention on predictions
and explanations, e.g. Why did the boat tip over?
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• Understands questions such as who; why; when;

where and how • Help children to
6
- identify patterns, e.g. what generally happens to good and wicked

characters at the end of stories
- draw conclusions: The sky has gone dark. It must be going to rain
- explain effect: It fell over because it was too tall.
- predict: It might not grow in there if it is too dark.
- speculate: What if the bridge falls down?
Statutory ELG: Listening, Attention and Understanding Statutory ELG: Comprehension (Literacy)
- Make comments about what they have heard and ask questions - Demonstrate understanding of what has been read to them
to clarify their understanding; by retelling stories and narratives using their own words and

- Hold conversation when engaged in back-and-forth exchanges recently introduced vocabulary;
with their teacher and peers. - Anticipate – where appropriate – key events in stories;
-U se and understand recently introduced vocabulary during
discussions about stories, non-fiction, rhymes and poems and
during role-play.
71
Communication and Language: Speaking
•C
ommunicates needs and feelings in a variety • Find out from parents how they like to communicate with their • Learn and use key words in the home languages of
of ways including crying, gurgling, babbling and baby, noting especially the chosen language. babies in the setting.
squealing • Ensure parents understand the importance of talking with babies in • Value and learn from families about their
•M
akes own sounds in response when talked to by their home language. communities, languages and cultures. Including
familiar adults influences from other contexts of the baby’s life
• Pay attention to babies’ communications including facial expression,
supports wellbeing.
•L
ifts arms in anticipation of being picked up gesture, etc., and respond promptly so they know they have been
heard. • Encourage parents to record familiar, comforting
•P
ractises and gradually develops speech sounds
sounds, such as lullabies in home languages. Use
(babbling) to communicate with adults; says sounds • Encourage babies’ sounds and babbling by copying their sounds in a
these to help babies settle if they are tired or
like baba, nono, gogo turn-taking or “serve and return” interaction.
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distressed.
•P
oints and looks to make requests and to share an • Communicate with parents to exchange and update information
1
interest about babies’ personal words.

• Find out from parents how their baby attracts their attention at
home. For example, calling or banging from highchair, verbalising if
left alone, seeking eye gaze.
• Recognise the importance of all sounds and babbling babies share –
this is their way of sharing their voice with you.
ses sounds in play, e.g. brrrm for toy car

•U • Try to “tune in” to the different messages young babies are • Find out from parents the words that children use
attempting to convey, and respond. for things which are important to them, such as
• Uses single words
“bankie” for their comfort blanket, remembering to
• Look out for patterns of communications they use to invite you into
•F
requently imitates words and sounds extend this question to home languages.
encounters. This might include being playful or physical movements
•E
njoys babbling and increasingly experiments with and utterances. Bringing you toys, or holding out objects to you may • Explain that strong foundations in a home
using sounds indicate that they want to “talk”. language support the development of English.
•U
ses words to communicate for a range of • Share the fun of discovery and value babies’ attempts at words, e.g., • Tune into what different children enjoy and create
purposes (e.g. teddy, more, no, bye-bye) by picking up a doll in response to baba. environments where babbling and talking feels
easy and comfortable and where children can
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•U
ses pointing with eye gaze, and then fingers or • When babies try to say a word, repeat it back so they can hear the
hands, to make requests and to share an interest experiment freely with the sounds they can make.
name of the object clearly.
2
•C
reates personal words as they begin to develop • Provide appropriate sensory experiences as
• Find out from parents the greetings they use in English and in
language well as opportunities for movement and private
languages other than English, and use them in the setting.
conversations and sound experiments – possibly
• Recognise and equally value all languages spoken and written by in dens and cosy corners.
parents, practitioners and children.
72

•C opies familiar expressions, e.g. Oh dear, All gone. • Build vocabulary by giving choices, e.g. apple or satsuma? • Allow time to follow young children’s lead and
•U ses different types of everyday words (nouns, • Model building sentences by repeating what the child says and have fun together while developing vocabulary, e.g.
verbs and adjectives, e.g. banana, go, sleep, hot) adding another word, e.g. child says “car”, say “mummy’s car” or saying We’re jumping up, going down.
“blue car.” • Where appropriate make opportunities to
•B eginning to put two words together (e.g. Want
ball, More juice) •Give the child enough time to talk with silences to allow the child to talk through and comment on some activities
respond or pauses to indicate turn talking. to highlight specific vocabulary or language
• Beginning to ask simple questions structures, e.g. You’ve caught the ball. I’ve caught the
• Show children how to pronounce or use words by responding and
•B eginning to talk about people and things that are repeating what they say in the correct way, rather than saying they ball. Eva’s caught the ball.
not present are wrong. • Provide stories with repetitive phrases and
•U ses gestures, sometimes with limited talk, e.g. • Capitalise on the link between movement and the urge to make structures to read aloud to children to support
reaches toward toy, saying Want it sounds to encourage children to “find their voice”, e.g. when swinging/ specific vocabulary and language structures.
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swaying/jumping/sliding etc.
• Accept and respond to words and phrases in home languages.
3
• Encourage parents whose children are learning English as an

additional language to continue to encourage use of the first
language at home. This helps children learn English as well as being
important for cultural and family reasons.
• Support children in using a variety of communication strategies,
including signing such as with Makaton.
• Play with sounds and words children use, such as nonsense language,
repeating made-up words or repetitive sounds, linking them to
gestures or movement.
•U
ses language to share feelings, experiences and • Wait and allow the child time to start the conversation. • Display pictures and photographs showing
thoughts • Follow the child’s lead to talk about what they are interested in. engaging, familiar or fantastical events, objects and
•H
olds a conversation, jumping from topic to topic activities and talk about them with the children.
• Give children thinking time. Wait for them to think about what they
• Provide activities which help children to learn to
•L
earns new words very rapidly and is able to use want to say and put their thoughts into words, without jumping in
distinguish differences in sounds, word patterns
them in communicating too soon to say something yourself. and rhythms.
ses a variety of questions (e.g. what, where, who)
•U • In conversations and playful encounters with children, model • Plan to encourage correct use of language by
ses longer sentences (e.g. Mummy gonna work)
•U language a step beyond the child’s language use. telling repetitive stories, and playing games which
eginning to use word endings (e.g. going, cats)
•B • Use the child’s voicing/speech attempts to lead play and encounters. involve repetition of words or phrases.
•For children learning English as an additional language, value non- • Provide opportunities for children to communicate
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verbal communications and those offered in home languages. in their home language.

• Without comment, observe and then mirror a child’s interesting • Help children to build their vocabulary, motivations
4
movement or series of movements. This might lead to a nonverbal and opportunities to experiment with talk
“serve and return” movement dialogue, with the child leading the by extending the range of their experiences.
“conversation”. This can be very powerful with reluctant speakers or Understand that often when an experience is
children not yet ready to use English. unfamiliar, children might fall silent at first but
choose to talk about it later.
• Foster children’s enjoyment of spoken and written
language by providing interesting and stimulating
play opportunities in which there is little pressure
to talk but words, songs and rhymes are welcome.
• Add words to what children say, e.g. child says Brush dolly hair, you • Continue to encourage movement activity to
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say Yes, Lucy is brushing dolly’s hair. stimulate sound and verbal utterances as well as
(cont.)
• Talk with children to make links between their body language and the opportunity to explore expressive sounds and
words, e.g. Your face does look cross. Has something upset you? words to match movement, particularly outdoors.
Stimulating the vestibular system through age
• Introduce new words in the context of play and activities. appropriate swinging, spinning, sliding, swaying etc.
• Use a lot of statements and comments and fewer questions to build may help reluctant speakers to use voice.
natural conversation. When you do ask a question, use an open • Plan regular opportunities for children to speak,
•B
eginning to use more complex sentences to link question with many possible answers.
thoughts (e.g. using and, because) e.g. take turns having a toy animal at home, and
• Show interest in the words children use to communicate and then telling about the visit.
•A
ble to use language in recalling past experiences describe their experiences. • Set up collaborative tasks, e.g. construction, food
•C
an retell a simple past event in correct order (e.g. • Expand on what children say by repeating it and adding a few more activities or story-making through role-play.
went down slide, hurt finger) words, helping children use more complex sentences. • Provide small world toys or puppets for children to
•U
ses talk to explain what is happening and • Use lively intonation and animated expression when speaking with act out familiar stories in their play.
anticipate what might happen next children and reading texts.
•Q
uestions why things happen and gives • Talk to the child about family life, stories from home. Involve
explanations. Asks e.g. who, what, when, how families in this.
eginning to use a range of tenses (e.g. play, playing,
•B
will play, played)
•C
ontinues to make some errors in language (e.g.
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runned) and will absorb and use language they hear

around them in their community and culture
5
•U
ses intonation, rhythm and phrasing to make the
meaning clear to others
•T
alks more extensively about things that are of
particular importance to them
•B
uilds up vocabulary that reflects the breadth of
their experiences
•U
ses talk in pretending that objects stand for
something else in play, e.g. This box is my castle
74

•E
xtends vocabulary, especially by grouping and • Support children’s growing ability to express a wide range of feelings • Give time and make spaces for children to initiate
naming, exploring the meaning and sounds of new orally, and talk about their own experiences. discussions from shared experiences and have
words • Introduce and repeat new words in a range of contexts and conversations with peers and adults.
•U
ses language to imagine and recreate roles and encourage children to use them in their own talk • Give thinking time for children to decide what
experiences in play situations • Encourage conversation with others and demonstrate appropriate they want to say and how they will say it.
•L
inks statements and sticks to a main theme or conventions: turn-taking, waiting until someone else has finished, • Encourage language play, e.g. through stories
intention listening to others and using expressions such as please, thank such as Goldilocks and the Three Bears and action
you and can I…?. At the same time, respond sensitively to social songs that require intonation.
•U
ses talk to organise, sequence and clarify conventions used at home.
thinking, ideas, feelings and events • Decide on the key vocabulary linked to
• Show children how to use language for negotiating, by saying May activities, and ensure that all practitioners make
• I ntroduces a storyline or narrative into their play I…?, Would it be all right…?, I think that… and Will you…? in your opportunities to use the words in a range of
interactions with them. contexts such as songs, stories, games, activities
• Model language appropriate for different audiences, for example, a and natural conversations..
visitor. • Plan collaborative activities. Help children to think
• Encourage children to predict possible endings to stories and events. and talk about how they will begin, what parts
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each will play and what materials they will need.

• Encourage children to experiment with words and sounds, e.g. Review activities with children and encourage
6
in nonsense rhymes. them to think about and discuss the strategies

• Encourage children to develop narratives in their play, using words they used.
such as: first, last, next, before, after, all, most, some, each, every. • Provide opportunities for talking for a wide
• Value children’s contributions and use them to inform and shape the range of purposes, e.g. to present ideas to others
direction of discussions. as descriptions, explanations, instructions or
• Encourage opportunities for conversations between small groups justifications, and to discuss and plan individual or
of children. Support these moments and act as a facilitator when shared activities.
appropriate. • Provide opportunities for children to participate
• Listen to language and conversation that emerge through play, in meaningful speaking and listening activities. For
particularly play that is led by the child. example, children can take models that they have
made to show children in another group or class
and explain how they were made.
Statutory ELG: Listening, Attention and Understanding Statutory ELG: Speaking


- Hold conversation when engaged in back-and-forth exchanges - Participate in small group, class and one-to-one discussions,
with their teacher and peers. offering their own ideas, using recently introduced vocabulary;
- Offer explanations for why things might happen, making use of
recently introduced vocabulary from stories, non-fiction, rhymes
and poems when appropriate;
- Express their ideas and feelings about their experiences using
full sentences, including use of past, present and future tenses
and making use of conjunctions, with modelling and support
from their teacher.
75
Physical Development: Moving and handling
•G
radually develops ability to hold up own head • Ensure that from birth onwards babies have frequent opportunities • The caregiver’s body is the first and foremost
for moving and being active throughout the time that they are enabling environment, and babies need lots of
•M
akes movements with arms and legs which
awake. time in contact with attentive and responsive
gradually become more controlled - moves hands adults.
together/legs together • Take babies outdoors as much as possible, paying attention to their
responses to sensory stimulations such as smells, changing light and • From birth onwards, babies need to experience
•F
ollows and tracks a sound or moving object, movement in space through being held. Rocking,
moving air.
moving head and eyes side-to-side and up-and-down movements are
• Give babies lots of time being touched and held, moving around the soothing, enjoyable and very developmentally
•W
hen lying on back, plays with hands and grasps
environment as well as being still with them. beneficial.
feet, alternating mouthing hands/feet with
focusing gaze on them, and vocalising • Very young babies may enjoy resting on your shoulder or lying on • Provide comfortable seating both indoors and
your front looking into your face. outdoors, so that adults can spend time with
• Reaches out for, touches and begins to hold
objects, developing later on into being able to • Before babies are able to roll themselves onto their tummy, put babies lying on their laps and upper body. Rocking
chairs are especially useful.
release grasp them onto their back for floor time and allow rolling to slowly
develop. • Make the most of the outdoors for providing the
• Rolls over from back to side, gradually spending
tactile and visual stimulation that babies need in
longer on side waving upper leg before returning • Share with parent/carers the developmental value of ample their first year.
to back time spent on the tummy and the ways this can be supported to
gradually develop, so that it is always pleasurable for the baby. • Limit the time young babies spend in seats and
•Develops roll from back right through to front, other “containers” as this prevents physical
gradually becoming happy to spend longer on • Help babies to become aware of their own bodies through touch development through movement and touch.
tummy as able to lift head for longer and movement.
• Provide a safe space on a warm firm surface,
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• Explores objects with mouth, often picking up an • While ensuring that babies are warm enough, give them plenty of such as blanket on the floor or grass, so that
object and holding it to the mouth for lips and floor time with non-restricting clothing and bare feet. young babies can lie on their backs to move, kick,
1
tongue to explore (mouthing) • Make the most of each stage in development and support the baby stretch, find their hands and feet and look into the
to get all of its developmental benefits: for example, time on the distance.
• When lying on tummy becomes able to lift first
head and then chest, supporting self with forearms side is an important step in neurological development and needs • Give plenty of time for babies to discover and play
and then straight arms lots of practice. with their hands and feet before offering them
things to hold.
•Starts to creep (belly crawl commando-style) from • Talk and sing to babies while they are on the floor or ground: they
prone (on tummy) position on the floor, often will benefit more from action around them in the room and garden • Gradually encourage babies to explore the space
moving backwards before going forwards than from a baby gym. near them by putting interesting things beside
them so they can reach, stretch, turn and roll
• Becomes increasingly able to communicate, • Tune into how individual babies communicate through movement towards them.
both expressing and responding through body and body language.
movements, gesture, facial expression and • Have well-planned areas that allow babies
• Play games, such as offering a small toy and taking it again to rattle, maximum space to move, roll, stretch and explore
vocalisations or sail through the air. in safety indoors and outdoors.
• Encourage young babies in their efforts to gradually share control of • When babies begin to be able to move on their
the bottle with you. belly, provide a safe smooth and firm surface, such
as a wooden floor or carpet.
• Provide objects to be sucked, pulled, squeezed
and held, to encourage sensory development
along with hand use.
76
•B elly crawling moves into crawling up on hands • Enable older babies to have at least three hours a day moving and • Alongside the continuing role of adult bodies, the
and knees being active, taken in short periods, across the day and according to floor is the best enabling environment for babies
•B ecomes adept at changing position from crawling the child’s interest. at this stage.
to sitting in order to stop, pick up, handle and • Develop a shared approach to managing risk that enables babies to • Limit the time older babies spend in seats,
investigate objects explore and develop their abilities. highchairs, bouncers and other “containers” as this
•S its unsupported on the floor, leaving hands free • Ensure that clothing supports babies’ mobility for crawling and is not prevents the critical physical development that
to manipulate objects with both hands hindering or restrictive. takes place through crawling.
•P icks up objects in palmar grip and shakes, waves, • As much as possible, allow babies to put themselves into a sitting • Plan space to encourage free movement, while
bangs, pulls and tugs them between two hands position rather than doing this for them. being kept safe by attentive adults.
while looking at them • Engage babies in varied active physical experiences, such as • Maintain a familiar and nurturing environment
•E njoys finger and toe rhymes and games. bouncing, rolling, rocking, swooping and splashing, both indoors and that allows babies to feel secure, curious and
outdoors. adventurous, both indoors and outdoors.
•P ulls to standing from crawling, holding on to
furniture or person for support • Encourage babies to use resources they can grasp, squeeze, tug and • Provide large cushions, tunnels, slopes and low-
throw. level steps or platforms to stimulate and challenge
•W alks around furniture lifting one foot and toddlers.
stepping sideways (cruising) • Be aware that babies may have limited awareness of things that
might be dangerous for them. • Offer continuous low-level surfaces outdoors as
• Starts walking independently on firm surfaces and well as indoors, so that babies can pull up to a
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later on uneven surfaces • Show babies different ways to make marks in dough or paint by standing position, cruise sideways and take first
• Points with first finger, sharing attention with swirling, poking or patting it. steps.
2
adult. • Whilst supporting babies’ drive to stand and walk, continue to • Provide sturdy push-along carts, wheeled toys and
• Starts to throw and release objects overarm. encourage plenty of floor play and crawling. pull-along toys indoors and out for pushing and
• Enjoys the sensory experience of making marks in •H elp parents understand the value of waiting until babies are ready pulling.
food, damp sand, water, mud, paste or paint to take steps by themselves, rather than providing assistance to • Use music to encourage and enjoy movements.
speed things along, so as to develop their own balance and control.
• Pushes, pulls, lifts and carries objects, moving • Make play resources easily and simply accessible
them around and placing with intent •P rovide plenty of time for babies to have bare feet during floor play on shelves and open containers for children to
and crawling, so that their feet can develop well. reach and fetch for themselves.
• Climbs inside, underneath, into corners and
between objects • Provide resources that stimulate babies to handle
• Manipulates objects using hands singly and and manipulate things, e.g. metal and wooden
together, such as squeezing water out of a sponge objects or board books.
• Use gloop (cornflour and water) in small trays so

that babies can enjoy putting fingers into it and
lifting them out.
77
•D evelops security in walking upright using feet • Enable toddlers to have at least three hours a day moving and being • Anticipate young children’s exuberance and ensure
alternately and can also run short distances active, both indoors and outdoors, across the day and according to the space is clear and suitable for their rapid and
•W alks upstairs facing forwards holding rail or hand the child’s interest. sometimes unpredictable movements.
of adult, with both feet onto a single step at a time •Develop a shared team culture of managing risk positively so as to • Provide opportunities to swing, spin and bounce.
• Changes position from standing to squatting and enable toddlers to explore and stretch their abilities. •Provide different arrangements of toys and soft
sitting with little effort • Continue to provide a visible, attentive “safe base” so that toddlers play materials to encourage crawling, tumbling,
• Participates in finger and action rhymes, songs and have the confidence for exploratory movement and self-driven rolling and climbing.
games, imitating the movements and anticipating physical activity. • Use music to stimulate exploration with rhythmic
actions • Encourage independence as young children explore particular movements.
• Hands start to operate independently during patterns of movement, often referred to as schemas. • Ensure that toddlers spend lots of time outdoors
a task that uses both, with each hand doing • Use words and simple phrases to describe the movements the experiencing uneven ground and changing
something different at the same time (e.g. holding child is making, especially in response to their gestures and body gradients.
a block in one hand and steadying the other block language. • Provide a daily walk (out of pushchairs) in the
with the other hand. immediate locality: the same walk every day is
• Play active games with toddlers that involve big movements through
• Shows interest, dances and sings to music rhymes space, such as spinning, swooping and swinging. most valuable at this age.
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and songs, imitating movements of others • Provide a range of wheeled toys indoors and
• Play simple interactive finger games frequently so that the child can
• Can walk considerable distance with purpose, outdoors, such as trundle trikes, buggies for dolls,
3
begin to anticipate hand movements.

stopping, starting and changing direction push carts and wheelbarrows.
• Treat mealtimes as an opportunity to help children to use fingers,
• Looks closely at small items and creatures, and can •Offer “heuristic” (exploratory) play with sets of
spoon and cup to feed themselves.
also see items at substantial distance, comfortably simple natural and household objects for toddlers
changing focus from one to the other • Involve toddlers in the routines for taking care of their environment to manipulate, investigate and find out what they
both indoors and outdoors, such as washing windows and sweeping can make them do.
• When holding crayons, chalks etc, makes
leaves.
connections between their movement and the • Provide items for filling, emptying and carrying,
marks they make • Find and create opportunities for toddlers to make things happen and a variety of materials to put into them.
• Uses gesture and body language to convey needs through their own actions. • Provide materials that enable children to help
and interests and to support emerging verbal • Make the most of water play to safely provide a different medium with care-taking tasks such as sweeping, washing,
language use for babies and young children to experience their body and pouring and digging.
movements. • Provide sticks, rollers and moulds for young
children to use in dough, clay, mud or sand.
78
•S its up from lying down, stands up from sitting and • Value the ways children choose to move. • Plan opportunities for children to tackle a range of
squats with steadiness to rest or play with object • Give as much opportunity as possible for children to move freely levels and surfaces including flat and hilly ground,
on the ground, and rises to feet without using between indoors and outdoors. grass, pebbles, asphalt, smooth floors and carpets.
hands • Provide a range of large play equipment that can
• Talk to children about their movements and help them to explore
•S its comfortably on a chair with both feet on the be used in different ways, such as boxes, ladders,
new ways of moving, such as squirming, slithering and twisting
ground A-frames and barrels.
along the ground like a snake, and moving quickly, slowly or on
• Runs safely on whole foot tiptoe. • Plan time for children to experiment with
•M oves in response to music, or rhythms played on equipment and to practise movements they
•Encourage body tension activities such as stretching, reaching,
instruments such as drums or shakers choose.
curling, twisting and turning.
• J umps up into the air with both feet leaving the • Provide opportunities for children to hang upside
• Be aware that children need to practise walking, climbing and
floor and can jump forward a small distance down, balance, swing backwards and forwards, roll
jumping on a range of different surfaces
•B egins to walk, run and climb on different levels down slopes, and spin round and round, allowing
and surfaces • Provide a range of wheeled toys to encourage children’s balance children to help understand their sense of space
such as toys to pedal, scooters, toys to sit astride. and self.
•B egins to understand and choose different ways
of moving • Provide safe spaces where children can explore, challenge • Explain the importance of being outdoors and
themselves and solve problems like how to balance on beams or providing challenge in a safe environment to
•K icks a stationary ball with either foot, throws a
climb ladders. parents. Provide real and role-play opportunities
ball with increasing force and accuracy and starts
RANGE
• Agree acceptable levels of risk and challenge to enable children to for children to create pathways, e.g. road layouts,
to catch a large ball by using two hands and their
explore and acquire new skills and abilities. or going on a picnic.
4
chest to trap it
•C limbs up and down stairs by placing both feet on • Encourage children in their efforts, such as to pour a drink from an • Use action rhymes, songs and games like “follow
each step while holding a handrail for support appropriately sized jug and to manipulate objects in their play: Can my leader” to encourage all children to be active
•U ses wheeled toys with increasing skill such as you put the dolly’s arm in the coat? • Provide recorded music, scarves, streamers and
pedalling, balancing, holding handlebars and sitting • Provide an easily accessible range of tools, loose parts and musical instruments so that children can respond
astride construction equipment to encourage children’s emerging spontaneously to music.
•M ay be beginning to show preference for manipulative skills. • Plan activities that involve moving and stopping,
dominant hand and/or leg/foot such as musical bumps.
•T urns pages in a book, sometimes several at once • Provide “tool boxes” containing things that make
marks, so that children can explore their use both
•S hows increasing control in holding, using and
indoors and outdoors.
manipulating a range of tools and objects such
as tambourines, jugs, hammers, and mark making
tools

•H olds mark-making tools with thumb and all
fingers
79
•C limbs stairs, steps and moves across climbing • Encourage children to move with controlled effort, and model use of • Provide time and space to enjoy energetic play
equipment using alternate feet. Maintains balance vocabulary in context such as strong, firm, gentle, heavy, stretch, reach, outdoors daily.
using hands and body to stabilise tense and floppy. • Provide large portable equipment that children
•W alks down steps or slopes whilst carrying a small • Use music of different tempo, styles and cultures to create moods can move about safely and cooperatively to create
object, maintaining balance and stability and talk about how people move when they are sad, happy or cross. their own structures, such as milk crates, tyres,
• Runs with spatial awareness and negotiates space large cardboard tubes.
• Motivate children to be active through group games, action songs
successfully, adjusting speed or direction to avoid and singing. • Practise movement skills through games with
obstacles beanbags, cones, balls and hoops.
• Talk about why children should take care when moving freely.
• Can balance on one foot or in a squat • Plan activities where children can practise
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Notice children who frequently bump into obstacles or fall over and
momentarily, shifting body weight to improve moving in different ways and at different speeds,
talk with parents/carers about how they move at home.
stability balancing, target throwing, rolling, kicking and
5
• Teach children the skills they need to use equipment safely, e.g. catching
• Can grasp and release with two hands to throw
and catch a large ball, beanbag or an object cutting with scissors or using tools. Be aware of children who may • Provide sufficient equipment for children to
not have had these experiences at home and talk with parents/ share, so that waiting to take turns does not spoil
• Creates lines and circles pivoting from the carers about increasing opportunities at home.
shoulder and elbow enjoyment.
• Encourage children to use the vocabulary of movement, e.g. gallop, • Mark out boundaries for some activities, such
• Manipulates a range of tools and equipment in
slither; of instruction e.g. follow, lead and copy by modelling and using as games involving wheeled toys or balls, so
one hand, tools include paintbrushes, scissors,
the vocabulary in context. that children can more easily regulate their own
hairbrushes, toothbrush, scarves or ribbons
• Pose challenging questions such as Can you get all the way round the activities.
•C
hooses to move in a range of ways, moving climbing frame without your knees touching it? • Provide activities that give children the
freely and with confidence making changes to • Talk with children about the need to match their actions to the space opportunity and motivation to practise
body shape, position and pace of movement such they are in. manipulative skills, e.g. cooking, painting, clay and
as slithering, shuffling, rolling, crawling, walking, playing instruments.
• Show children how to collaborate in throwing, rolling, fetching and
running, jumping, skipping, sliding and hopping • Provide play resources including small-world toys,
receiving games, encouraging children to play with one another
•E
xperiments with different ways of moving, testing construction sets, threading and posting toys,
once their skills are sufficient.
out ideas and adapting movements to reduce risk dolls’ clothes and material for collage.
• Introduce and encourage children to use the vocabulary of • Teach children skills of how to use tools and
• J umps off an object and lands appropriately using manipulation, e.g. squeeze and prod. materials effectively and safely and give them
hands, arms and body to stabilise and balance • Explain why safety is an important factor in handling tools, opportunities to practise them.
RANGE
•N
egotiates space successfully when playing racing equipment and materials, and have sensible rules for everybody to • Provide a range of left-handed tools, especially
and chasing games with other children, adjusting follow.
6
left-handed scissors, as needed.

speed or changing direction to avoid obstacles • Value and support children’s own judgements of risk, encouraging • Support children with physical difficulties with
•T
ravels with confidence and skill around, under, them to think about what to be aware of and how they can stay nonslip mats, small trays for equipment, and
over and through balancing and climbing safe. triangular or thicker writing tools.
equipment • Explain benefits of outdoor learning to parents/carers so that • Provide a range of construction toys of different
•S
hows increasing control over an object in children come dressed appropriately for different weathers and sizes, made of wood, rubber or plastic, that fix
pushing, patting, throwing, catching or kicking it seasons. together in a variety of ways, e.g. by twisting,
pushing, slotting or magnetism.
80
• Uses simple tools to effect changes to materials • Notice a child who moves repetitively in a particular way e.g. • Provide access to waterproofs, wellington boots
•H
andles tools, objects, construction and malleable spinning around, flapping hands or using a throwing action. Talk and a changing area where children can dress/
materials safely and with increasing control and to parents/carers about schemas and find constructive ways for undress independently.
intention the child to move safely. These kinds of movements may require • Provide equipment that supports different kinds of
investigation in the future if they continue. schemas, so that children have an opportunity to
• Shows a preference for a dominant hand
• Notice a child who lacks strength in limbs to push, pull or move build on natural patterns of movement.
•B
egins to use anticlockwise movement and retrace • Agree acceptable levels of risk and challenge,
safely over climbing equipment. Find out what opportunities the
vertical lines identify hazards and actions needed to maximise
child has at home for outdoor adventure and risk and adapt routines
(cont.) 6
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•B
egins to form recognisable letters independently to increase outdoor physical play. opportunities indoors and outdoors.
•U
ses a pencil and holds it effectively to form • Adapt or create spaces to ensure that children
recognisable letters, most of which are correctly with limited physical mobility can move safely and
formed with confidence.
• Teach children how to access, use and store
resources safely to build independence and
autonomy.
• Provide materials to create enclosed spaces and
dens such as fabric, poles and pegs.
Statutory ELG: Gross Motor Skills Statutory ELG: Fine Motor Skills
- Negotiate space and obstacles safely, with consideration for - Hold a pencil effectively in preparation for fluent writing – using
themselves and others; the tripod grip in almost all cases;
- Demonstrate strength, balance and coordination when playing; -U se a range of small tools, including scissors, paint brushes and

- Move energetically, such as running, jumping, dancing, hopping, cutlery;
skipping and climbing. - Begin to show accuracy and care when drawing.
Physical Development: Health and self-care
•R
esponds to and thrives on warm, sensitive • Be alert and responsive to when babies have moved out of • Provide a dedicated place for daytime sleeping
physical contact and care exploratory mode and enjoying floor play to needing holding, outdoors as well as indoors to suit the needs of
•M
akes needs known through crying and body cuddling or meeting care needs. individual babies.
movements • Talk to young babies as you stroke their cheeks, or pat their backs, • Enable and allow babies to sleep when they need
•R
esponds to being rocked as a means of soothing reminding them that you are there and they are safe. to and to wake up from naps naturally.
•S
leeps for 14-16 hours a day, with several short • Discuss with parents the critical role of sleep in infancy and refer to • Provide ample seating both indoors and outside
naps. Substantial sleeping is vital for processing Health Visitor or NHS guidance on daytime sleeping in infancy. so that adults can sit comfortably with distressed,
sensory information taken in while awake • Find out from parents about the feeding patterns of young babies. resting and alert babies. Swing seats outdoors
work especially well.
•R
esponds and turns to sounds, especially voices • Encourage babies gradually to share control of food and drink,
remaining tuned-in and available throughout feeding. • Keep the environment quiet and calm, so that
•E
xpresses discomfort, hunger or thirst, distress babies can attend to the voices and natural sounds
and need for holding or moving • Give bodily care times prominence in your role with babies, making around them.
•A
lert for periods of increasing length, interspersed feeding, nappy changing, bathing and dressing times slow and
attentive. • Plan to take account of the individual cultural and
with naps feeding needs of young babies in your group.
RANGE
• Anticipates food routines with interest • Notice individual baby cues when spending special one-to-one time
with them to ensure they are ready to engage. • There may be considerable variation in the way
1
• Starts to move to solid feeding (current parents feed their children at home. Remember
recommendations are at around 6 months) as well • Discuss the cultural needs and expectations for skin and hair care that some parents may need interpreter support.
as milk with parents prior to entry to the setting, ensuring that the needs
of all children are met appropriately and that parents’ wishes are • Plan for feeding times to be slow and pleasurable.
• Communicates discomfort or distress with wet or respected. A gentle rhythm to feeding times allows babies to
soiled nappy anticipate what is coming next and feel relaxed.
• Be aware of specific health difficulties among the babies in the
• First teeth usually appear – first two lower incisors group. •Make the nappy changing and dressing area
and then two upper incisors pleasant to be in for both babies and adults, so
• Share with parents the value of tummy time for developing that changing becomes a time for one-to-one
• Chews on baby toothbrush awareness for later continence and appetite control. relationship building.
• Opens mouth for spoon • Look after baby teeth as soon as they begin to appear. • Trained staff can introduce baby massage sessions
that make young babies feel nurtured and promote
a sense of wellbeing. Involving parents helps them
to use this approach at home.
•S
leeps for 11-15 hours a day with at least 2 naps • Find out from parents how their baby communicates needs. Ensure • Provide a comfortable, accessible place where
•S
elf-soothes and is able to drop off to sleep when that parents and carers who speak languages other than English are babies can rest or sleep when they want to.
conditions are right for them able to share their views.
• Continue to provide supported sleeping, resting
•E
xpresses feelings and communicates through • Be ready to support babies when they experience changes in and withdrawal opportunities outdoors as well
gesture, facial expression, movements, body exploration energy and suddenly need adult attention: this response as inside, to best fit the conditions that individual
language and vocalisations (such as joy, distress, enables the physiological basis for later self-regulation. babies need.
RANGE
frustration and fear) • Use feeding, changing and bathing times to share finger and toe • Plan alternative activities for babies who do not
plays such as “Round and Round the Garden”. need sleep at the same time as others do.
2
•S
hows rapid changes in energy levels, from highly
active to a sudden need for adult support in order • Allow enough time for respectful care, ensuring that babies know • Ensure mealtime seating allows young children to
to restore equilibrium what is going to happen next, watching for their cues and allowing have feet firmly on the floor or foot rest. This aids
them the opportunity to participate in age appropriate ways. stability and upper trunk control supporting hand-
to-mouth co-ordination.
82

•G
rasps finger foods and brings them to mouth and • Make sure that clothing enables mobility and does not present any • Help children to enjoy their food and appreciate
shares control of spoon and bottle or cup, moving hazards, for example, jeans and dresses can prevent crawling and healthier choices by combining favourites with
towards independence with support cause trips. new tastes and textures.
•A
ttentive to sounds in the environment, even at • Help babies use their feet in crawling and standing by removing • Provide safe surroundings in which young children
distance and overhead, often pointing, vocalising footwear whenever possible. have freedom to move as they want, while being
and sharing attention with adults kept safe by watchful adults.
RANGE
• Explain to parents how supporting self-directed movement provides

• Interested in making and exploring sounds with the basis for motor planning, self-regulation and lifelong wellbeing. • Ensure that the environment is calm and not filled
objects
2
• Share toddler’s interest in noises in the environment when outside, with noise or music, so that babies can attune to
• Generally has up to 12 teeth - willing to allow helping them to locate and understand the sound they have picked sounds and notice where they are and what they
baby toothbrush to be used on teeth relate to - the 3D outdoor environment is very
out.
• Can actively cooperate with nappy changing, good for this.
dressing/undressing • Discuss with parents about jointly taking care of teeth as they
appear, introducing a cleaning routine that is enjoyable and links • Avoid introducing hard shoes too early in walking
• Starts to communicate regarding urination and with nutrition. development and limit the time that they are worn
bowel movement each day.
•S
leeps for 12-14 hours a day with one/two naps • Be ready to provide the kind of recovery method that each child • Set up places, outdoors as well as indoors, for
Daytime sleeping continues to be important for needs, or to support the child in managing recovery for themselves. toddlers to take naps during the day: daytime
healthy development sleep can be much more refreshing and successful
• Continue discussions with parents about the critical nature of
•H
ighly active in short bursts, with frequent and sufficient sleep and how to provide daytime naps. when provided outside.
sudden need for rest or withdrawal • Ensure that there are plenty of different places
• Be responsive to and encourage each child’s drive to become
•E
njoys hugs and cuddles and seeks comfort from independent in self-care situations. and ways, indoors and outdoors, that toddlers can
attachment figure when they feel the need find withdrawal, softness and calm in the moment
• Be aware of and learn about differences in cultural attitudes to that they need it.
•U
ses physical expression of feelings to release children’s developing independence.
stress. • Provide ample seating (such as a sofa inside or
• Value children’s choices and encourage them to try something new swing-seat outside) so that toddlers can snuggle
•G
enerally has up to 16 teeth – helps adult with
and healthy. with adults and other children.
brushing teeth
• I ntentionally makes sounds with objects and • Create rituals and rhythms around dressing and hygiene routines, so • Ensure that there is time for young children to
RANGE
actively responds to music and singing with that they are anticipated, enjoyable and effective. complete a self-chosen task, such as putting on
whole-body dancing • Help toddlers to select clothing for going outside and make sure their own shoes.
3
•D
evelops own likes and dislikes in food and drink, there is ample time for changing for going out and coming back • Establish routines that enable children to look
willing to try new food textures and tastes inside, so that this becomes a pleasurable part of the overall after themselves, providing ample time for this.

experience.
•S
hows interest in indoor and outdoor clothing and • Create time for discussing options so that young
shoes/wellingtons • Encourage efforts such as when a young child offers their arm to put children have choices between healthy options,
in a coat sleeve. such as whether they will drink water or milk.
•C
learly communicates wet or soiled nappy or
pants, showing increasing awareness of bladder • Discuss family expectations for toileting, since in some families and • Place water containers where children can find
and bowel urges cultures young boys may be used to sitting rather than standing at them easily and get a drink when they need one.
•H
elps with dressing/undressing and care routines, the toilet.
• Consider providing a sturdy ladder so that toddlers
enjoying the rituals established for hand washing can choose to climb up onto the changing and
and teeth cleaning dressing table by themselves: this will encourage
•F
eeds self with increasing need to be in control their involvement in care routines.
and holds cup with both hands, drinking without
much spilling
83
•V
ery energetic in short bursts and needs time for • Provide quiet spaces for children to rest or nap and regular access to • Allow children to pour their own drinks, serve
rest and calm with at least three hours of a day of the outdoors or other spaces where children can be energetic their own food, choose a story, hold a puppet or
exercise including moderate- to vigorous-intensity water a plant.
• Respond to how child communicates need for food, drinks, toileting
physical activity, spread throughout the day and when uncomfortable. • Provide support and advice for parents on healthy
•N
eeds to sleep for 10–13 hours in a 24-hour eating, oral hygiene and sleep expectations for
• Support parents’ routines with young children’s self-care including
period which may include a nap, with regular sleep their children
toileting by having flexible routines and by encouraging children’s
and wake-up times efforts at independence. • Offer choices for children in terms of potties,
•F
eeds self competently trainer seats or steps.
• Support children’s growing independence as they do things
•C
an hold a cup with two hands and drink well for themselves, such as pulling up their pants after toileting, • Create opportunities for moving towards
without spilling handwashing, recognising differing parental expectations. independence, for example by using visual clues
for the sequence of routines such as hand-
•D
evelops some independence in self-care • Involve young children in preparing food.
washing.
and shows an awareness of routines such as • Give children the chance to talk about what they like to eat, while
handwashing or teeth cleaning but still often • Provide pictures or objects representing options to
reinforcing messages about healthier choices.
needs adult support support children in making and expressing choices.
• Remember that children who have limited opportunity to play
•D
evelops increasing understanding of and control • Choose some stories that highlight the
outdoors may lack a sense of danger.
of the bowel and bladder urges and starts to consequences of choices.
RANGE
communicate their need for the preferred choice • Provide clothing or access to clothing and footwear to enable
• Ensure children’s safety, while not unduly
of potty or toilet children to be outdoors in all weathers.
4
inhibiting their risk-taking.

•A
ble to help with and increasingly independently • Talk to children about simple rules for their safety
put on and take off simple clothing items such as such as holding on to handrails when walking
hats, unzipped jackets, wellington boots downstairs
• Begins to recognise danger and seeks the support • Display a colourful daily menu showing healthy
and comfort of significant adults meals and snacks and discuss choices with the
• Can increasingly express their thoughts and children, reminding them, e.g. that they tried
emotions through words as well as continuing to something previously and might like to try it again
use facial expressions or encouraging them to try something new.
• Be aware of eating habits at home and of the
different ways people eat their food, e.g. that
eating with clean fingers is as skilled and equally
valued as using cutlery.
• Encourage children to select and attempt to put
on suitable clothing for outdoor play.
84

•C
an tell adults when hungry, full up or tired or • Talk with children about why you encourage them to rest when they • Provide a cosy place with a cushion and a soft
when they want to rest, sleep or play are tired or why they need to wear wellingtons when it is muddy light where a child can rest quietly if they need to.
outdoors. • Plan so that children can be active in a range of
•O
bserves and can describe in words or actions the
effects of physical activity on their bodies. • Encourage children to notice the changes in their bodies after ways, including while using a wheelchair.
exercise, such as their heart beating faster. • Encourage children to be active and energetic
•C
an name and identify different parts of the body
• Talk with children about the importance of hand-washing and by organising lively games, since physical activity
•T
akes practical action to reduce risk, showing their
infection control. is important in maintaining good health and in
understanding that equipment and tools can be
guarding against children becoming overweight or
used safely • Help children who are struggling with self-care by leaving a last
obese in later life.
small step for them to complete, e.g. pulling up their trousers from
•C
an wash and can dry hands effectively and
just below the waist. • Remove obstacles and furniture that could restrict
understands why this is important
mobility. Ensure accessibility especially for children
• Do up zips on coats etc. From behind and over child’s shoulder so
•W
illing to try a range of different textures and with a physical disability.
they can view the process from their perspective.
tastes and expresses a preference. Can name and
• Use visual support to sequence routines such as
identify different parts of the body • Use social stories to support a child who is struggling to understand
toileting, handwashing and dressing.
a new routine.
• Observes and controls breath, able to take deep
• Establish regular routines for eating, drinking,
breaths, scrunching and releasing the breath • Notice when a child is always hungry, takes food from others or
washing and toileting so that children become
needs more food than their peers. This may be an indicator of
RANGE
• Can mirror the playful actions or movements of familiar with the rhythm of the day
dietary imbalance, an emotional or safeguarding need. Talk with
another adult or child
5
parents/carers to find out eating patterns at home. • Consider accessibility of resources and make sure
• Working towards a consistent, daily pattern in all children are able to make choices about what
• Notice when a child is often tired or sleepy during the day and find
relation to eating, toileting and sleeping routines they can use and what they want to do.
out from parents/carers how they are sleeping at night.
and understands why this is important
• Use a visual timetable to support children’s
• Notice when a child holds their breath to control the reactions of
• Gains more bowel and bladder control and understanding of routines during the day.
others. Talk with the child and parents/carers to encourage the child
can attend to toileting needs most of the time
to express emotion in other ways. • Consider opportunities to move up, down and
themselves.
through spaces and equipment.
• Notice children who are unable to mirror the actions of others.
• Dresses with help, e.g. puts arms into open-
Further support may be needed to activate mirror neurons in the • Use mirrors, reflective materials and a range of
fronted coat or shirt when held up, pulls up own
brain. multi-sensory materials to stimulate curiosity and
trousers, and pulls up zipper once it is fastened at
active investigation.
the bottom • Maintain an open dialogue with parents/carers about a child’s bowel
and bladder control. Offer advice, support and reassurance. Make a • Ensure indoor/outdoor areas are fully accessible
referral to health and family support if needed. to all children, making reasonable adjustments

to layout, organisation and resources to meet
individual needs safely.
85
•E
ats a healthy range of foodstuffs and understands • Be aware that some children may have sensory issues around food • Plan opportunities, particularly after exercise, for
need for variety in food texture, taste, smell, or colour. Talk with parents and monitor. Find children to talk about how their bodies feel.
•D
escribes a range of different food textures and out what steps might be appropriate to build the child’s confidence
• Review enabling environments for adventure and
tastes when cooking and notices changes when and broaden their food repertoire, supporting their sensory
challenge, identifying areas where children are
they are combined or exposed to hot and cold integration.
encouraged to take physical risks.
temperatures • Acknowledge and encourage children’s efforts to manage their
• Develop and make use of a variety of natural
•D
escribes physical changes to the body that can personal needs, and to use and return resources appropriately.
landscapes including slopes, woodland and natural
occur when feeling unwell, anxious, tired, angry • Promote health awareness by talking with children about exercise, dens in the undergrowth.
or sad its effect on their bodies and the positive contribution it can make
• Provide outdoor resources which complement
•C
an initiate and describe playful actions or to their health.
indoor provision, with an opportunity for children
movements for other children to mirror and follow • Be sensitive to varying family expectations and life patterns when to play and explore on a larger scale.
•H
as established a consistent, daily pattern in encouraging thinking about health.
• Find ways to involve children so that they are
relation to eating, toileting and sleeping routines • Highlight the importance of physical activity and active play within all able to be active inside and outside in ways
and can explain why this is important the home setting, and the mutual pleasure and benefits for both that interest them and match their stage of
RANGE
•U
sually dry and clean during the day adults and children from shared physical games and activities. development, health and ability.
Emphasising the fun can be more effective than warnings to parents
•Use mobility aids, adapted equipment and clothing
6
•S
hows some understanding that good practices about obesity.
with regard to exercise, eating, drinking water, to ensure the outdoor area is fully accessible to
sleeping and hygiene can contribute to good • Discuss with children why they get hot and encourage them to think all children; use portable fencing and zoned areas
health about the effects of the environment, such as whether opening a to change the size of the space to meet children’s
window helps everybody to be cooler. needs
•S
hows understanding of the need for safety
when tackling new challenges, and considers and • Understand that regression in self-care can occur as children
manages some risks by taking independent action consolidate development or in response to anxiety or traumatic
or by giving a verbal warning to others event. Find ways of supporting the child to return to previous level
of development without judgement or disapproval.
•S
hows understanding of how to transport and
store equipment safely
•P
ractices some appropriate safety measures
without direct supervision, considering both
benefits and risk of a physical experience

- Manage their own basic hygiene and personal needs, including
dressing, going to the toilet and understanding the importance
of healthy food choices.
86
Literacy: Reading
• Notices and engages with sounds and images in • Use finger play, rhymes and familiar songs to support young babies’ • Provide mobiles, inviting displays and pictures of
the environment enjoyment. familiar characters in the environment, including
• As part of sensory exploration, may touch and • Provide enjoyable shared experiences with books and apps in ways in physical care areas, to prompt babies’ focused
handle books and digital reading devices that are emotionally secure and supportive. gaze, pointing and shared attention.
• Enjoys looking at books and other suitable printed • Plan shared story and book time as a key source of nurture and • Collect a diverse range of board books, cloth
books, picture books and stories to share with
RANGE
or digital material with familiar people, and being attachment which will continue throughout the EYFS and beyond.
read to young babies.
1
• Offer books that provide sensory experiences.

• Include babies in telephone and video calls with
family and close friends.
• Handles books, printed and digital reading material • Notice and support babies’ developing responses, gestures and • Let children handle books and draw their attention
with interest movements as they learn to anticipate and join in with finger and to pictures.
• Responds to sounds in the environment such as word play. • Tell and read stories, looking at and interacting
cars, sirens and birds • Make voice sounds and say words as babies explore print and with young babies, and using voice, intonation and
• Is interested in and explores the sounds made by digital books with adults - leave pauses after words and sounds to gesture to prompt babies’ interactions.
banging and tapping familiar objects and simple encourage babies to begin to repeat them if they choose to. • Draw on children’s home cultures to create
instruments • Sing simple songs and nursery rhymes with children, encouraging meaningful reading experiences.
• Waves and taps arms, bounces or stamps to simple them to join in. - Make family stories using small photo albums
rhythms in songs and rhymes or story apps with photos of family members,
RANGE
• Notices pictures and symbols and beginning to significant people in the child’s life and familiar
recognise what they stand for in their familiar everyday objects.
2
experiences - Expand these to include the stories, songs,

rhymes and lives of those in local communities
and wider histories and cultures.
• Provide opportunities for children to explore
sound with drums, other instruments, kitchen pans
and wooden spoons or upcycled resources.
• Is interested in and anticipates books and rhymes • Encourage and support children’s responses to picture books and • Provide digital recordings of rhymes, stories,
and may have favourites stories you read with them. sounds and spoken words.
• Begins to join in with actions and sounds in • Use different voices to tell stories and encourage young children to • Provide picture books, books with flaps or hidden
familiar song and book sharing experience join in wherever possible. words, and books with accompanying story apps.
• Provide story sacks for children to take home, for
parents to read books with their children and talk
RANGE
about stories.
3
• Suggest to parents they might encourage children

to take part during telephone and video calls,
through smiling, making sounds and words.
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87
Literacy: Reading
Literacy: Reading
•H
as some favourite stories, rhymes, songs, poems • Encourage children to use and extend the stories they hear in their • Find quality time every day to tell and read stories
or jingles play, using props and dressing up clothes as they relive and reinvent to children, using puppets, soft toys, or real
•R
epeats and uses actions, words or phrases from stories. objects as props.
familiar stories • Tune into words from stories that individual children particularly • Provide stories, pictures and puppets which
•F
ills in the missing word or phrase in a known enjoy, e.g. children’s favourite words and words that are emotionally allow children to experience and talk about how
rhyme, story or game, e.g. Humpty Dumpty sat on a important to them. Revisit these words in meaningful interactions. characters feel.
… Begins to recognise familiar logos from children’s • Read stories that children already know, pausing at intervals to • Include familiar environmental print in the role
popular culture, commercial print or icons for apps encourage them to “read” the next word. play area.
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•E
njoys rhythmic and musical activity with • Encourage children to notice signs and symbols in everyday life, • Create frequent opportunities for singing, rhymes
percussion instruments, actions, rhymes and such as familiar logos and icons for apps. and music sessions.
4
songs, clapping along with the beat and joining in • Encourage children to identify the sounds they hear in the • Provide a range of simple musical and percussion
with words of familiar songs and nursery rhymes environment and to explore making rhythms with musical instruments, such as tambourines, shakers or
instruments and upcycled resources. xylophones.
• Include children in digital screen activity, for
example, to recognise screen icons.
•L istens to and joins in with stories and poems, • Discuss with children the characters and events in books being read • Provide some simple poetry, song, fiction and non-
when reading one-to-one and in small groups to them. fiction books, both paper copies and digital.
• J oins in with repeated refrains and anticipates key • Encourage children to predict outcomes, to think of alternative • Provide fact and fiction books and possibly ebooks
events and phrases in rhymes and stories endings and to compare story plots and the feelings of characters that children can access independently in all areas,
•B egins to be aware of the way stories are with their own experiences. e.g. construction area as well as the book area.
structured, and to tell own stories • Focus on meaningful print (such as a child’s name, words on a cereal • Provide books containing photographs that
•T alks about events and principal characters in packet or a book title, icons on a weather app) in order to discuss children can share with adults, peers and read on
stories and suggests how the story might end similarities and differences between symbols. their own.
•S hows interest in illustrations and words in print • Help children to understand what a word is by using names and • Add child-made books and adult-scribed children’s
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and digital books and words in the environment labels and by pointing out words in the environment and in print stories to the book area and share these stories
with others.
5
•R ecognises familiar words and signs such as own and digital books.
name, advertising logos and screen icons • Remember not all languages have written forms and not all families • Provide multimodal texts (that blend alphabetic
speak English at home, or are literate in their home language. print, images and symbols) that reflect the literacy
•L ooks at and enjoys print and digital books
independently practices that children encounter in their home
• Include home language and bilingual story sessions by involving and community spaces, enabling children to
qualified bilingual adults, as well as enlisting the help of parents. connect and draw on different aspects of their
emerging literacy experiences.
88
Literacy: Reading
•K
nows that print carries meaning and, in English, is • Read dual language books (English and another language) with all • Provide a range of reading materials that both
read from left to right and top to bottom children, to raise awareness of different scripts. Try to match dual enable children to draw on their home and
•K
nows information can be relayed through language books to languages spoken by families in the setting. community experiences and introduce children to a
signs and symbols in various forms (e.g. printed new and diverse range of texts, genre and media.
• Remember that established literacy practices in homes might differ
materials, digital screens and environmental print) from those of the setting. • Ensure children can see written text, e.g. use big
•H
andles books and touch screen technology books, and model the language of print, such as
letter, word, page, beginning, end, first, last, middle.
carefully and the correct way up with growing
competence • Provide a range of resources in play areas, such as
empty cereal packets, labels and signs that children
•B
egins to navigate apps and websites on digital
become familiar with and include in their play.
media using drop down menu to select websites
RANGE 5
and icons to select apps • Introduce children to books and other materials
(cont.)
that provide information or instructions. Carry

•B
egins to develop phonological and phonemic out activities using instructions, such as reading
awareness a recipe to make a cake or following safety
- Shows awareness of rhyme and alliteration procedures.
- Recognises rhythm in spoken words, songs, • Furnish the setting with diverse resources that
poems and rhymes reflect children’s home cultures and the diversity
- Claps or taps the syllables in words during sound of cultures in the local community, including dual
play language books, as well as artefacts that children
are attached to, such as special objects, sounds,
- Hears and says the initial sound in words images, as well as animals and insects.
• Take storytelling into local communities as a
way to build connections between the setting
and children’s homes and wider lives in the local
community.
•E
njoys an increasing range of print and digital • Read aloud to children every day, introducing children to a wide • Provide a rich range of quality children’s literature
books, both fiction and non-fiction variety of literature, and talking about the print and digital books and dialogic shared reading experiences to involve
you share. children in critical engagement with narratives,
•U
ses vocabulary and forms of speech that are
characters and plots.
increasingly influenced by their experiences of • Encourage children to tell their own stories in their own way, to take
reading the lead in storytelling so you can listen and learn from children • Provide a range of everyday signs and written
about what they know and are interested in. texts in play areas (labels, lists, recipes,
•D
escribes main story settings, events and principal instructions, etc.) so children can include these in
characters in increasing detail • Discuss and model ways of finding out information from non-fiction their play.
•R
e-enacts and reinvents stories they have heard in texts in print books, digital resources and online. • Make story books with children in print and/
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their play • Encourage children to add to their first-hand experience of the or digital formats to make personalised and
•K
nows that information can be retrieved from world by seeking information using print and digital sources of meaningful books and ebooks to read with
6
books, computers and mobile digital devices information. children, and that children can read themselves.
• Encourage children to recall words they see frequently, such as their • Make a classroom book of children’s own stories,
• I s able to recall and discuss stories or information
own and friends’ names. scribed by an adult and/or drawn by children.
that has been read to them, or they have read
themselves • Model oral blending of sounds to make words in everyday contexts, • Ensure children have access to a wide range of
literature that represents diversity in the local and
Literacy: Reading
e.g. Can you get your h-a-t hat?
global community, ensuring every child has the
opportunity to find a character they can relate to.
89
Literacy: Reading
Literacy: Reading
•B egins to recognise some written names of peers, • Play games to help children make links between letters (graphemes) • Introduce children to new words, and explore their
siblings or “Mummy”/”Daddy” for example and speech sounds (phonemes), such as letter bingo and linking meaning together e.g. by acting out words and
•B egins to develop phonological and phonemic actions with sounds. playing games with words.
awareness • Model how simple words can be segmented into sounds and • Provide story sacks and boxes and make them
- Continues a rhyming string and identifies blended together to make words with the children for use in the setting and at
alliteration home.
• Consider teaching Alternative and Augmentative Communication
- Hears and says the initial sound in words (AAC) such as British Sign Language. • Help children to identify the main events in a
story and to enact stories, for example in their
- Begins to segment the sounds in simple words • Support and scaffold individual children’s reading as opportunities imaginative play.
and blend them together and knows which letters arise with print and digital texts.
represent some of them • Provide story boards and props which support
children to talk about a story’s characters and
- Starts to link sounds to letters, naming and sequences of events.
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sounding the letters of the alphabet

• Include playful, multi-sensory and creative
(cont.)
- Begins to link sounds to some frequently used experiences and games that promote children’s
digraphs, e.g. sh, th, ee interest in reading and in developing phonics skills
•B egins to read some high frequency words, and to and knowledge.
use developing knowledge of letters and sounds to • Demonstrate using phonics as a strategy to
read simple phonically decodable words and simple decode words while children can see the text, e.g.
sentences using big books or an interactive whiteboard.
•E ngages with books and other reading materials at • Provide varied texts, including decodable texts,
an increasingly deeper level, sometimes drawing and encourage children to use all their skills
on their phonic knowledge to decode words, and including their phonic knowledge to practise
their knowledge of language structure, subject reading with the skills and knowledge they have,
knowledge and illustrations to interpret the text so they experience success.
• I ncludes everyday literacy artefacts in play, such as • Begin to introduce playful systematic phonics
labels, instructions, signs, envelopes, etc. sessions in fun ways that capture children’s
interest, sustain motivation and reinforce learning
and success.
Statutory ELG: Word Reading

- Say a sound for each letter in the alphabet and at least 10
digraphs;
-R ead words consistent with their phonic knowledge by sound-
blending;
- Read aloud simple sentences and books that are consistent with
their phonic knowledge, including some common exception
words.
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Literacy: Writing
Writing systems are complicated ways to symbolise • Encourage children to use their fingers and implements to explore • Provide a range of materials: sand, paint, early
meaning, and children need to learn many skills and and trace marks on a surface, e.g. using a spoon in their food, or a writing apps etc. for babies and toddlers to make
develop a lot of knowledge as they begin to write. finger in the sand. marks with their hands and fingers, feet and
Writing skills and understanding start to develop bodies.
• Make marks together with babies and toddlers using a range of
in babies and toddlers. Firstly, children begin to appropriate materials and tools. • Give children large sheets of paper, trays of gloop,
understand that written texts are symbolic and paint, soil etc. to make marks collaboratively
carry meaning. Later they begin to produce and read
written marks purposefully (See the roots of Writing in
Communication and Language).
What is often referred to as “early mark-making” is the
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beginning of writing. It is a sensory and physical, and

cognitive experience for babies and toddlers, which
1-2
enables them to see the connection between their

actions and the resulting marks, recognising their own
agency. (See roots of mark-making and handwriting in
Playing and exploring and Physical Development).
As toddlers develop, they increase their understanding • Encourage different mark-making movements – big, small, hard, soft, • Introduce a range of appropriate implements
of how their marks are symbolic and convey meaning. quick and slow, and different shapes, circles, lines and dots. including large brushes, chalk and crayons, sticks
Their marks may not yet resemble letters and words but • Tell children about the marks you are making and encourage them and sponges for children to trace patterns and
nonetheless may carry meaning for the child. shapes.
to talk to you about theirs.
•B egins to understand the cause and effect of their • Offer children a range of different surfaces to
• Value these early mark making activities by sharing them with
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actions in mark making make marks on, inside and out, e.g. chalkboards,
others including parents and carers. light boxes, sand and pathways.
•K nows that the marks they make are of value
3
• Write down (scribe) children’s words, and read them back to • Provide a broad range of opportunities for early
•E njoys the sensory experience of making marks children. writing experiences through sensory and symbolic
play.
•D
istinguishes between the different marks they • Listen and support what children tell you about their drawings and • Draw attention to marks, signs and symbols in the
make early writing. environment and talk about what they represent.
•E
njoys drawing and writing on paper, on screen • Write down (scribe) the words that children use and display these Ensure this involves recognition of English, other
languages and scripts.
and on different textures, such as in sand or words, for example, with photos
playdough and through using touch-screen • Provide materials which reflect cultural diversity,
• Co-create stories orally with individual children and in small so children see symbols and marks with which
technology. groups. Scribe the stories and display them for children to look at they are familiar, and learn that there are many
independently or with a parent or friend. different script systems e.g. Arabic, Chinese, Greek
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• Encourage children to make recordings of their own stories (e.g. on a and Braille.
digital tablet) and create opportunities for children to perform their • Try to have a notepad to hand (e.g. A5 size) in
4
stories to each other. which you can scribe children’s stories and special
words and share these stories and words with
children.
• Ensure children see you writing for a purpose,
Literacy: Writing
e.g. a shopping list, message for parents, labels in
children’s play areas or reminders for ourselves.
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Literacy: Writing
Literacy: Writing
•M
akes up stories, play scenarios, and drawings in • Notice and encourage children’s drawing, painting and early writing • Write down things children say to support their
response to experiences, such as outings and the meanings that they give to them, such as when a child covers developing understanding that what they say can
•S
ometimes gives meaning to their drawings and a whole piece of paper and says, “I’m writing”. be written down, and then read and understood
by someone else. Encourage parents to do this as
paintings • Celebrate and value children’s early attempts at graphic
well.
•A
scribes meanings to signs, symbols and words representation – focusing on the meaning and content rather than
letter formation. • Set up environments of offices, dens in the garden,
that they see in different places, including those library, shop, home corner with greetings cards,
they make themselves • Model and include children in using signs and writing to expand etc., so that children engage in literacy events in
• Includes mark making and early writing in their playful experiences such as making signs for a shop or car wash, which they spontaneously participate.
play instructions for a ball game, a list of names for a taking turns.
• Provide a range of accessible materials and tools
• Imitates adults’ writing by making continuous lines • Support children in recognising and writing their own names. for writing as part of everyday play activity,
of shapes and symbols (early writing) from left to • Make paper and digital books with children of activities they have including role play, both indoors and outdoors.
right been doing, using photographs of them as illustrations. • Write poems and short stories together with the
• Attempts to write their own name, or other names children, writing down ideas they suggest.
and words, using combinations of lines, circles and • Scribe children’s stories and re-read and enact
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curves, or letter-type shapes their stories in small group activities.

5
• Shows interest in letters on a keyboard, identifying • Involve children when you make lists or write
the initial letter of their own name and other notes and messages.
familiar words • Think out loud and talk through what you are
• Begins to make letter-type shapes to represent doing when writing on typing on screen.
the initial sound of their name and other familiar • Break down your flow of speech into individual
words words, exemplifying the correspondence between
the spoken and written word.
• Provide activities during which children can
experiment with writing, for example, leaving a
message.
• Encourage children to use their phonic knowledge
when writing, and model this in your own writing.
•E
njoys creating texts to communicate meaning for • Find out about, show interest in and legitimise children’s out-of- • Provide word banks, notebooks, clipboards, post-
an increasingly wide range of purposes, such as school writing practices and interests. Remember that not all writing its and other writing resources for both indoor and
making greetings cards, tickets, lists, invitations formats go from left to right. outdoor play.
and creating their own stories and books with • Talk to children about things they might write to support their play • Ensure resources enable children to draw on their
images and sometimes with words, in print and inside and outside, e.g. they might make a map for a journey, a job out-of-school practices and personal interests,
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digital formats list for a builder, or spells for potion making. such as children’s popular culture or sports teams.
•G
ives meaning to the marks they make as they • Write stories, poems, jokes, lists, plans, maps etc. together with • Include oral stories and explore ways for both
6
draw, write, paint and type using a keyboard or children on paper and using digital technology so that children they adults and children to develop oral storytelling
touch-screen technology can see authorship and spelling in action. skills.
92
Literacy: Writing

•B
egins to break the flow of speech into words, to • Talk to children about the letters that represent the sounds they • Provide a range of opportunities to write for
hear and say the initial sound in words and may hear at the beginning of their own names and other familiar words. different purposes about things that interest
start to segment the sounds in words and blend • Model how to segment the sounds (phonemes) in simple words and children.
them together how the sounds are represented by letters (graphemes). • Resource role-play areas with listening and writing
•S
tarts to develop phonic knowledge by linking equipment, and ensure that role-play areas
• Encourage children to apply their own grapheme/phoneme
sounds to letters, naming and sounding some of encourage writing of signs with a real purpose, e.g.
knowledge to what they write in meaningful contexts. a pet shop.
the letters of the alphabet, identifying letters and
• Support and scaffold individual children’s writing as opportunities • Plan enjoyable activities and games that help
writing recognisable letters in sequence, such as in
arise. children create rhyming strings of real and
their own name
imaginary words, e.g. Maddie, daddy, baddie, laddie.
•U
ses their developing phonic knowledge to
• Support children to understand that the letter
RANGE 6
write things such as labels and captions, later

shapes they write (graphemes) link to units of
(cont.)
progressing to simple sentences

sound (phonemes).
• Provide regular playful multi-sensory systematic
phonics activities that help children to represent
phonemes in their writing.
• When reading stories, talk with children about
the author and illustrator, to help children identify
with these roles. For example, ask children why
they think the author wrote the story, if the author
knew the people in the story, or why the illustrator
chose to draw a particular moment in the story.
Ask children if they would like to be an author
and/or illustrator.
Statutory ELG: Writing

- Write recognisable letters, most of which are correctly formed;
- Spell words by identifying sounds in them and representing the
sounds with a letter or letters;
- Write simple phrases and sentences that can be read by others.
Literacy: Writing
93
Mathematics
Mathematics
Number • Notice and mirror children’s reactions to changes in amount. • Provide small groups of the same objects in
•R
eacts to changes of amount when those amounts • Add to objects & draw attention to the change in amount, using treasure baskets, as well as single items.
are significant (more than double) words like more.
• When feeding babies comment on whether they would like more
after being winded, e.g. Oh, you want more.
• Use feeding, changing and bathing times for finger-play with young
babies
Spatial awareness • Support babies’ developing awareness of their own bodies e.g. • Provide opportunities for babies to move freely
• Explores space when they are free to move, roll through baby massage and singing songs on carpets, grass etc. Observe and sensitively
and stretch • During floor play sometimes place objects that are just in or just support babies’ play and give them long stretches
out of reach, including small objects on cloths that babies can pull of uninterrupted time to explore.
• Developing an awareness of their own bodies, that
their body has different parts and where these are towards themselves. • Provide low mirrors to support babies to develop a
in relation to each other body awareness.
Shape • Encourage babies’ explorations of the characteristics of objects, e.g. • Provide interestingly shaped objects to explore.
• Explores differently sized and shaped objects by rolling a ball or sliding a block. • Make towers for children to knock down using
•B eginning to put objects of similar shapes inside • Demonstrate putting items inside others of similar shape objects that stack.
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others and take them out again

1
Pattern •S ing patterned songs and rhymes with predictable movements or • Plan for adults to have time to enjoy repetitive
• Shows interest in patterned songs and rhymes, actions (including from children’s families). activities with babies.
perhaps with repeated actions •M ove with babies to the rhythm patterns in familiar songs, • Provide resources with high-contrast patterns.
• Experiences patterned objects and images Encourage older babies to join in tapping and clapping along to
simple rhythms.
• Begins to predict what happens next in predictable
situations • Use repeated noises, movements and activities.
•P lay simple “to and fro” games, passing and rolling between the adult
and child so they begin to predict which comes next.
Measures • Comment on the size and weight of objects when babies grasp • Provide a range of objects of various lengths
•R
esponds to size, reacting to very big or very small objects that are big or heavy. and weights in treasure baskets to excite and
items that they see or try to pick up • During water play and bathing routines, show filling and emptying encourage babies’ interests including larger and
containers. smaller items.
• At the end of mealtimes show and comment on the empty bowl, cup
or bottle: All gone!
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Mathematics

Number • Take opportunities during play to sing number rhymes. • Plan to sing number rhymes with actions. Involve
• May be aware of number names through their • During personal care routines make a point of using numbers. families in sharing number rhymes from home
enjoyment of action rhymes and songs that relate cultures.
• Play peek-a-boo hiding games with toys and people.
to numbers
• Looks for things which have moved out of sight
Spatial awareness • Use spatial words during everyday play and routines. or one-word • Play games that involve curling and stretching,
•E
xplores space around them and engages with comments e.g. as you get children in and out of a highchair. popping up and bobbing down.
position and direction, such as pointing to where • Take opportunities to play hide and reveal games with objects in • Provide boxes, cloths and bags for children to
they would like to go boxes and under cups. store, hide and transport items.
• Support babies’ physical experience of positions and direction, e.g. • Provide nested boxes, cups and toys of different
describing up and down. sizes that fit inside each other.
• Share books that provide opportunities to use
spatial language and describe movement
Shape • When playing with malleable materials draw attention to shapes as • Provide blocks and boxes to stack, build and solve
they are created and changed. problems with.
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• Stacks objects using flat surfaces

• Responds to changes of shape • Provide a range of inset puzzles and support
2
children as they explore matching shapes with

•A ttempts, sometimes successfully, to match spaces.
shapes with spaces on inset puzzles
Pattern • Talk about patterns in the environment e.g. spots and stripes on • Sing familiar songs with repeated actions, jig to
• Joins in with repeated actions in songs and stories clothing or bumps in the pavement. and tap out simple beats, encouraging children to
• Spot opportunities to play “back and forth” and repetitive “again” join in.
• Initiates and continues repeated actions
games. • Provide items for children to make repetitive
sounds.
Measures • During play and everyday contexts, comment on the sizes and • Provide big and little versions of objects for
• Shows an interest in objects of contrasting sizes in weights of objects using a range of language such as big, huge, children to play with and compare.
meaningful contexts enormous, long, tall, heavy. • Share picture books showing objects of
• Gets to know and enjoys daily routine • Talk about what is going to happen and what has happened during contrasting sizes.
the day using first, next and then.
• Shows an interest in emptying containers
Mathematics
95
Mathematics
Mathematics
Comparison • Talk with young children about lots, more and not many and not • Play hiding games so children notice that
• Responds to words like lots or more enough as they play. something has gone.
Counting • Draw attention to contrasting differences and changes in amounts • Provide varied sets of objects for playful
e.g. adding more bricks to a tower or eating things up. opportunities for children to independently
• Says some counting words explore lots, more, not many and not enough.
• Model counting things in everyday situations and routines.
• May engage in counting-like behaviour, making • Count while engaging in everyday tasks and while
sounds and pointing or saying some numbers in • Take opportunities to say number words in order with children as
they play, e.g. 1,2,3 go! moving around.
sequence
• Use number words in meaningful contexts, e.g. Here is your other • Sing songs with counting strings.
Cardinality
mitten. Now we have two.
• Uses number words, like one or two and sometimes
responds accurately when asked to give one or two
things
Spatial Awareness • Model thinking during tidy up routines to promote logic and • Designate specific places or spaces for items to be
•E njoys filling and emptying containers reasoning about where things fit in or are kept. kept and fitted into for tidying.
• I nvestigates fitting themselves inside and moving • Support children’s interest in body-sized spaces and provide • Respect children’s urge to explore spaces, to get
through spaces commentary on the child going inside, under, over, between and inside and move between.
squeezing through. • Build towers up for the child to knock down.
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• Look for opportunities to use spatial language during play activities. • Provide shape sorters and packaging where
3
children can hide, enclose or post items through

holes.
Shape • Model thinking about the properties of shapes when selecting them • Provide a range of inset board and puzzles with
•P ushes objects through different shaped holes, to fit into spaces, e.g. Oh look, we need a round one. large pieces.
and attempts to fit shapes into spaces on inset • When playing alongside children who are building, provide • Provide a range of construction materials for
boards or puzzles commentary about the shapes you are using. independent play.
• Beginning to select a shape for a specific space • Organise storage by their shape, with photos or
•E njoys using blocks to create their own simple silhouettes to show where things are kept.
structures and arrangements
Pattern • Highlight different times of the day and talk about what comes next • Plan to share stories and songs that contain
• Becoming familiar with patterns in daily routines within the pattern of the day. repeated elements which help children to
• Leave a space for children to do the next action or word in familiar anticipate what might come next.
• Joins in with and predicts what comes next in a
story or rhyme songs and stories with repeating elements.
• Beginning to arrange items in their own patterns, • Comment on what is the same and what is over and over again in
e.g. lining up toys patterns found in the environment.
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Mathematics
Measures • Use the language of size and weight as children are involved in • Provide a range of objects, including big, heavy
• Shows an interest in size and weight everyday play and routines. and awkward ones that can be transported, both
RANGE 3
• Use the language of capacity as children explore water or sand to indoors and outdoors.
• Explores capacity by selecting, filling and emptying
(cont.)
containers, e.g. fitting toys in a pram encourage them to think about when something is full, empty or holds • Provide different sizes and shapes of bags, boxes
more. and containers so that children can experiment
• Beginning to understand that things might with filling, experiencing weight and size.
happen now or at another time, in routines • Emphasise the sequence within familiar activities or routines.
• Plan to share images and books which show the
order of daily routines.
Comparison • Include the number sequence in everyday contexts and songs so • Provide buckets and bags for children to create
• Beginning to compare and recognise changes in children experience the order of the numbers (ordinality) collections of objects which they can count.
numbers of things, using words like more, lots or • Encourage children to explore the collections they make, comparing • Provide mark-making materials indoors and
‘same’ amounts and counting some of the items, emphasising the last outdoors for children to represent their own ideas
Counting number, e.g. 1,2,3. There are 3 leaves. in play.
• Begins to say numbers in order, some of which are • Use opportunities to model and encourage counting on fingers. • Provide opportunities for children to explore
in the right order (ordinality) • When singing number rhymes with props, draw attention to cardinality in the environment using self-
contrasting differences and changes in numbers, checking together correcting resources, e.g. jigsaw with two ducks
Cardinality (How many?) and the number two, or displays showing the
How many now?
• In everyday situations, takes or gives two or three numeral and the number of items.
objects from a group • Point out the number of things whenever possible, e.g. rather than
just chairs, say four chairs. • Sing counting songs and rhymes which help to
• Beginning to notice numerals (number symbols) develop children’s understanding of number.
• Encourage children to use marks to represent their mathematical
• Beginning to count on their fingers. ideas in role play. • Say the counting sequence going to higher
numbers, in a variety of contexts, indoors and out,
• Help children to give or get two or three items, e.g. during snack and sometimes counting backwards.
time help children to take two pieces of fruit.
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4
Spatial Awareness • Encourage children to predict what they will see next on a familiar • Design outdoor spaces where children can learn
• Moves their bodies and toys around objects and route. through a variety of spatial experiences (going
explores fitting into spaces • Take everyday opportunities to use words for position and direction under, over, around, on top, through) and hear spatial
accompanied by gesture (e.g. in, on, inside, under, over) using language in context.
• Begins to remember their way around familiar
environments equivalent terms for these in home languages through liaison with • Encourage children to freely communicate their
families where possible. mathematical thinking through gesture, talk and
• Responds to some spatial and positional language graphical signs.
• Enjoy games involving jumping, running and hiding and make very
• Explores how things look from different simple obstacle courses, e.g. going up and down. • Plan stimulating indoor and outdoor spaces
viewpoints including things that are near or far where children make choices about where to go
away • Model your thinking when arranging things, using some position
words. and create their own routes. Provide materials to
create trails.
• Help children to create simple roads and rail tracks and talk about
position. • Provide resources for transporting.
• Value children’s explorations of spaces and viewpoints and their
interest in how things look different.
Mathematics
97
Mathematics
Mathematics
Shape • Chat about the shape of the pieces and the holes when fitting • Provide a range of inset and jigsaw puzzles of
• Chooses puzzle pieces and tries to fit them in pieces into inset puzzles. increasing complexity for children to choose.
• Recognises that two objects have the same shape • Model comparing two objects to see if they have the same shape in • Provide a variety of construction materials
purposeful contexts. including some with identical pieces so that
• Makes simple constructions children freely explore same and different.
• Suggest choosing a particular shaped item for a purpose.
• Model your thinking when building.
Pattern • Talk with children about the patterns you notice around you. • Provide a range of natural and everyday materials,
• Joins in and anticipates repeated sound and action • Comment on and help children to recognise the patterns they make as well as blocks and shapes, with which to make
patterns in their mark making, loose parts and construction. patterns.
• Is interested in what happens next using the • Draw children’s attention to the patterns in their routines by asking • Plan opportunities for children to experience
RANGE 4
pattern of everyday routines what comes next. pattern such as percussion, music and action
(cont.)
games that involve repeated sounds or actions.
Measures • Use everyday opportunities to describe everyday items and contexts • Provide similar items of contrasting sizes so that
• Explores differences in size, length, weight and using informal language of size (giant, teeny, big, little, huge, small), children have many opportunities to encounter
capacity length (long, tall, short), weight (heavy, light) and capacity (full, empty). the language of size.
• Beginning to understand some talk about • Observe children’s problem-solving when ordering things by size, • Provide resources with clearly different weights to
immediate past and future e.g. stacking cups, sensitively supporting by offering one if they are support direct comparison, and something to carry
really struggling. them in.
• Beginning to anticipate times of the day such as
mealtimes or home time • Look out for opportunities to compare things purposefully such as • Provide equipment with varied capacities and
finding out whether a teddy will fit in a bed. shapes in the sand, water, mud kitchen and role
• When children talk about their experiences at home and in the play areas.
setting, use some language of time (before, later, soon, next, after,
morning, afternoon, evening, night-time).
• In everyday activities, make a commentary about the sequence of
events.
• When sharing stories and books, draw attention to routines and
time sequences within them.
98
Mathematics
Comparison • Encourage children to share items between two people or toys. • Provide a numeral rich environment, e.g. in role-
•C
ompares two small groups of up to five objects, • Capitalise on children’s fascination with counting by joining in when play areas, mud-kitchen recipes, numbers on trikes
saying when there are the same number of objects they count in games. and toilet doors.
in each group, e.g. You’ve got two, I’ve got two. Same! • Enjoy counting forwards and back (sometimes to much higher • Provide numerals that children can pick up and
Counting numbers). Use different voices, e.g. high or growly. use within all aspects of their play.
•M
ay enjoy counting verbally as far as they can go • Use opportunities within daily routines to support children’s • Provide resources indoors and outside for children
developing sense of number. to explore and talk about higher numbers.
•P
oints or touches (tags) each item, saying one
number for each item, using the stable order of • Model and encourage counting and representing numbers within • Model using objects to illustrate counting songs,
1,2,3,4,5. role play, e.g. making a telephone call using a list of numbers. rhymes and number stories, sometimes using
pictures and numerals, to enable children to use
•U
ses some number names and number language • Value children’s own mathematical representations within their those resources independently.
within play, and may show fascination with large pretend play.
numbers • Play with either dot or numeral dice. Discuss that
• When counting with children, playfully make deliberate mistakes for six on the dice is worth more than four.
•B
egin to recognise numerals 0 to 10 fun, expecting children to correct them.
• Provide a variety of mathematical picture books
Cardinality • Model writing numerals, e.g. on badges, birthday cards and banners. and share them as part of “warm and cuddly”
•S
ubitises one, two and three objects (without • When counting objects with children emphasise the cardinal maths times.
counting) principle: 1, 2, 3, there are three cups. • Explore different arrangements of the same
•C
ounts up to five items, recognising that the last • Invite children to count out a number of things from a larger group, number, e.g. partitioning five in different ways;
number said represents the total counted so far e.g. Can you get five crackers? hiding one group and “guessing” the hidden
(cardinal principle) • Encourage children to use their fingers to show an amount e.g. when number.
RANGE
•L
inks numerals with amounts up to 5 and maybe asking another child to share resources, to show on their fingers how • Model counting items rhythmically, including
5
beyond many they need. objects into a container, claps or drumbeats.

•E
xplores using a range of their own marks • Emphasise the one more, one less pattern in rhymes and traditional • Support children to choose how to arrange
and signs to which they ascribe mathematical tales, asking children to predict the next number. collections of two, three and four objects in
meanings • Model wondering and talking about how you might solve a number different ways.
Composition problem. • Provide spaces to display children’s ongoing
•T
hrough play and exploration, beginning to learn • Value and support children to use their own graphics when problem mathematical thinking, e.g. their own ways of
that numbers are made up (composed) of smaller solving. representing their thinking, and scribing children’s
numbers words.
•B
eginning to use understanding of number to
solve practical problems in play and meaningful
activities
•B
eginning to recognise that each counting number
is one more than the one before
•S
eparates a group of three or four objects in
different ways, beginning to recognise that the
total is still the same
Mathematics
99
Mathematics
Mathematics
Spatial Awareness • When children are exploring, use the language of position and • Provide spaces to display children’s ongoing
•R
esponds to and uses language of position and direction in context (in, on, inside, under, over, progressing to mathematical thinking, e.g. their own ways of
direction between, beside, next to through, along, including relative terms representing their thinking and scribing children’s
which depend on where you are, e.g. behind, in front of, forwards, words.
•P
redicts, moves and rotates objects to fit the backwards) using equivalent terms for these in home languages
space or create the shape they would like • Provide opportunities for children to explore
through liaison with families where possible. position themselves inside, behind, on top and so on.
• On walks, in pictures or while playing, point out how things or • Provide picture books to stimulate discussion
people that are far away look smaller. about position and direction.
• Support children in their problem solving when they are creating rail • Create trails and treasure hunts with the children.
tracks and road layouts.
• Organise the indoor and outdoor environment
• In block play, sensitively support and challenge experienced builders with outlines for objects or specific places for
to make bridges and enclosures. children to tidy up items by fitting them into the
• Encourage children to persevere with jigsaws, perhaps designated space.
RANGE 5
demonstrating “hovering” jigsaw pieces to check if they will fit.

(cont.)
Shape • Help children to choose shapes for a purpose, e.g. a triangular block • Provide differently shaped resources to handle,
• Chooses items based on their shape which are for a roof and the wedge-shaped block for a ramp. carry, move and explore.
appropriate for the child’s purpose • Offer an appropriate or inappropriate shape for what you think the • Provide large and small blocks and boxes for
• Responds to both informal language and common child’s purpose might be to investigate their thinking. construction both indoors and outdoors.
shape names • As children experience shapes, use informal language (e.g. slanty,
• Shows awareness of shape similarities and pointy, twisty, wiggly, bumpy), common shape names (e.g. cylinder,
differences between objects cone, circle, square) and “nearly” shapes (e.g. This is almost a square but
it’s got curvy corners). Find out and use equivalent terms for shapes in
• Enjoys partitioning and combining shapes to make home languages.
new shapes with 2D and 3D shapes
• Discuss how shapes can be partitioned in everyday contexts, e.g.
• Attempts to create arches and enclosures when cutting food in different ways.
building, using trial and improvement to select
blocks • Value children’s constructions and solutions to problems they have
set themselves and talk about how the shapes have combined to
make new shapes.
100
Mathematics
Pattern • Whilst playing alongside children, model simple repeating patterns • Provide a range of items for free exploration of
•C reates their own spatial patterns showing some of two or three items and encourage children to create and patterning indoors and outdoors including natural
organisation or regularity continue patterns. materials, pattern blocks, loose parts, mats, trays
• Demonstrate arranging objects in spatial patterns when building, and strips.
•E xplores and adds to simple linear patterns of two
or three repeating items, e.g. stick, leaf (AB) or collaging or playing with loose parts. • Encourage children to join in with body patterns or
stick, leaf, stone (ABC) • Draw children’s attention to patterns around them including from a repeating sections of songs.
• J oins in with simple patterns in sounds, objects, range of cultures. • Pause to encourage prediction when enjoying
games and stories dance and movement, • When making patterns, help children to solve problems. stories and rhymes with repeating elements,
predicting what comes next sometimes using props.
• Emphasise the repeating pattern when turn taking.
RANGE 5
• Provide patterned resources including those

(cont.)
representing a range of cultures, such as clothing,

fabrics or wrapping paper.
Measures •D uring play, model comparing lengths and distances. • Provide problem-solving opportunities indoors
• In meaningful contexts, finds the longer or •L ook out for meaningful opportunities for children to compare by and outdoors for comparing length, weight and
shorter, heavier or lighter and more/less full of length, weight, capacity and time using comparative language (longer/ capacity, e.g. Which is the best bottle so we’ll have
two items shorter, heavier/lighter, holds more/holds less, longer time/shorter time). enough drink for everyone at the picnic?
• Recalls a sequence of events in everyday life and • Encourage children to participate in seesaw and balance scale play. • Ask children to predict What happens next? using
stories visual timetables, books and stories.
•E ncourage children to respond to and use words such as before, after,
soon or later when talking about routines, recent events and events • Provide items that can be ordered by size, such as
in a story or rhyme. plates and clothes in role play.
Mathematics
101
Mathematics
Mathematics
Comparison • Model comparing numbers in problems about fair shares. • Involve children in voting, e.g. for books to read
•U ses number names and symbols when comparing • Play games such as hide and seek that involve counting, forwards at story time, using linking cubes with children’s
names on.
numbers, showing interest in large numbers and backwards.
• Discuss examples and display large numbers
•E stimates of numbers of things, showing • Talk with children about the strategies they have used to solve a including hundreds, thousands and a million.
understanding of relative size problem. Spot opportunities to playfully pose composition problems • Jump with children along a number track, counting
Counting for children to explore. each jump or counting on.
•E njoys reciting numbers from 0 to 10 (and beyond) • Discuss the order of numbers in context, e.g. finding a page number. • Sing counting songs and count together forwards
and back from 10 to 0 • Enjoy subitising games and sustained shared thinking about number, and backwards, sometimes starting from different
indoors and outdoors. numbers and in different step sizes. Discuss
• I ncreasingly confident at putting numerals in order numbers coming before, after and between and
0 to 10 (ordinality) • Encourage cardinal counting by saying how many there are after stress patterns.
Cardinality counting (…6, 7, 8. There are 8 balls). • Plan opportunities to order mixed-up numerals.
•E ngages in subitising numbers to four and maybe • In everyday activities, ask children to count out a number of things • When counting groups as part of routines, e.g.
five from a group (e.g. Could you get seven cups for snacktime?) self-registration with ten-frames, dinner chart etc,.
record the final total as a label for children to see.
•C ounts out up to 10 objects from a larger group • Encourage children to make predictions and visualise the outcome
in stories, rhymes and songs if one (or two) is added or taken away. • Subitise with children, talking about how they
•M atches the numeral with a group of items to see numbers of things made up in a variety of
show how many there are (up to 10) • Talk to children about the marks and signs they use to represent arrangements (e.g. recognising odd and even
and communicate their thinking. As appropriate, model and discuss numbers).
Composition informal and standard ways (e.g. using arrows, plus and minus signs). • Pose everyday estimation problems and establish
•S hows awareness that numbers are made up • Begin to model calculations in mathematical stories and number mental estimation benchmarks, e.g. more or less
(composed) of smaller numbers, exploring rhymes and in real contexts, using a range of ways of representing than 10.
partitioning in different ways with a wide range of
RANGE
(e.g. five-frames). Use both informal and standard ways to record • Set up an estimation station where everyone
objects these, including tallies and symbols. Discuss children’s own graphical records guesses; later count and order the guesses.
6
•B egins to conceptually subitise larger numbers by strategies to solve problems, using some vocabulary of addition and • Build counting and ways of representing numbers
subitising smaller groups within the number, e.g. subtraction. into everyday routines.
sees six raisins on a plate as three and three • Provide numeral cards for children to order on a
washing line.
• I n practical activities, adds one and subtracts one
with numbers to 10 • Play subitising games which involve quickly
revealing and hiding numbers of objects, perhaps
•B egins to explore and work out mathematical showing numeral cards and fingers.
problems, using signs and strategies of their own • Drop marbles into a tin and ask the children to listen
choice, including (when appropriate) standard (without looking) to count how many there are.
numerals, tallies and “+” or “-“ • Provide opportunities for children to match a
number of objects to the numeral, including zero,
and display number lines to 100 at child height.
• Provide dice, board and card games, sometimes
involving older children, families and members of
the local community.
• Provide resources to make “staircase” patterns
which show that the next counting number
includes the previous number plus one.
• Display children’s mathematical representations,
including explanations of the children’s meaning
making.
102
Mathematics

Spatial Awareness • Encourage the use of relative terms (in front of, behind, before and • Play barrier games (where players have an
•U ses spatial language, including following and after, in a line, next to and between). identical set of objects which are hidden from
giving directions, using relative terms and • Encourage children to explore what can be seen from different each other; one player makes an arrangement of
describing what they see from different viewpoints viewpoints. objects and gives instructions to the other to try
to make the same arrangement).
• I nvestigates turning and flipping objects in order • Encourage children to describe position and give directions in play
to make shapes fit and create models; predicting and in everyday routines. • Plan opportunities for children to describe and
and visualising how they will look (spatial recall familiar routes.
• Encourage children to create scaled-down models such as in small
reasoning) world play. • Engage families in taking photos of familiar things
•M ay enjoy making simple maps of familiar and from different viewpoints.
• When children are fitting shapes into an outline or making a model
imaginative environments, with landmarks from a 2D picture, help them to select more spatially challenging
activities.
• Encourage children to make maps of routes they have walked or
travelled in some way.
Shape • Encourage children to use the names of shapes and their properties • Provide resources for shape play including unit
• Uses informal language and analogies, (e.g. (e.g. straight, curved, edges) and prompt them to say what shapes blocks, pattern blocks, mosaic tiles and jigsaw
heart-shaped and hand-shaped leaves), as well as remind them of. puzzles with different levels of challenge.
mathematical terms to describe shapes • Discuss different examples of the same shape (e.g. equilateral and • Teach strategies for solving shape and jigsaw
RANGE 6
• Enjoys composing and decomposing shapes, right-angled triangles) in a variety of orientations. puzzles, describing shape properties and modelling
(cont.)
learning which shapes combine to make other • Take opportunities to discuss the shapes that children paint, draw the mathematical vocabulary such as straight,
shapes and collage and shapes noticed in their local environment using corner, edges.
• Uses own ideas to make models of increasing regular shapes and shapes with no name. • Play games focussing on the properties of shapes,
complexity, selecting blocks needed, solving • When acting out their own stories encourage children to make the such as hiding and partially revealing a shape,
problems and visualising what they will build shapes involved on their own or with others. asking children to say what different shapes it
could be or not, and why.
• When constructing, sensitively discuss which shapes make other
shapes (e.g. triangles making rectangles and hexagons with pattern
blocks or mosaic tiles).
• Challenge children to make more complex constructions such as
towers of arches, a window or a staircase.
Pattern • Encourage children to notice and appreciate a range of patterns • Provide opportunities for printing patterns using a
• Spots patterns in the environment, beginning to involving repetition and symmetry in the environment, including variety of objects.
identify the pattern “rule” traditional patterns from a range of cultures. • Using photos, challenge children to copy and
• Chooses familiar objects to create and recreate • Model using symbols to represent a pattern in other ways (e.g. using continue patterns.
repeating patterns beyond AB patterns and begins a spot/cross/dash pattern of symbols and doing a twirl/jump/glide • Invite children to create a pattern with the same
to identify the unit of repeat in response). structure using different objects (e.g. instead of a
• Make deliberate mistakes when creating patterns alongside children red/blue/blue pattern, create a sheep/cow/cow
and playfully challenge them to fix the problem. pattern).
• Make border patterns where the repeating pattern continues around
an object or frame.
Mathematics
103
Mathematics
Mathematics
Measures • When comparing the length, weight and capacity of things in play • Have areas where children can explore the
•E njoys tackling problems involving prediction and and everyday activities, encourage children to predict and give properties of objects, compare lengths, weigh and
discussion of comparisons of length, weight or reasons. measure.
capacity, paying attention to fairness and accuracy • Discuss accuracy, for instance matching ends or starting points, • Provide objects in a range of contexts varying in
•B ecomes familiar with measuring tools in everyday balancing exactly or “fullness”. length, capacity or weight, including tall thin, short
experiences and play • Support timed challenges by timing runs, trails, obstacle courses, fat, large light and small heavy things.
etc. and teach children how to use the stopwatch. • Provide pictorial sequences for instructions.
RANGE 6
• I s increasingly able to order and sequence events

(cont.)
using everyday language related to time • Discuss the order and sequence of events in routines and role play • Model using measuring tools including height
•B eginning to experience measuring time with using the language of time (first, then, after, before, next, sooner, later). charts, rulers, tape-measures, scales and timers.
timers and calendars • Draw children’s attention to visual timetables and clock times, • Sing songs about the days of the week and months
focusing on the hour hand. of the year, referring to a calendar. Countdown to
events.
Statutory ELG: Number Statutory ELG: Numerical Patterns Statutory Educational Programme: Mathematics
Children at the expected level of development will: Children at the expected level of development will: In addition, it is important that the curriculum includes
rich opportunities for children to develop their spatial
-H ave a deep understanding of number to 10, including - Verbally count beyond 20, recognising the pattern of
reasoning skills across all areas of mathematics including
the composition of each number;- Subitise (recognise the counting system;
shape, space and measures. It is important that children
quantities without counting) up to 5; - Compare quantities up to 10 in different contexts, develop positive attitudes and interests in mathematics,
- Automatically recall (without reference to rhymes, recognising when one quantity is greater than, less than look for patterns and relationships, spot connections,
counting or other aids) number bonds up to 5 (including or the same as the other quantity; ‘have a go’, talk to adults and peers about what they
subtraction facts) and some number bonds to 10, - Explore and represent patterns within numbers up to notice and not be afraid to make mistakes.
including double facts. 10, including evens and odds, double facts and how
quantities can be distributed equally.
104
Understanding the world: People and communities
•S
tarts to realise they influence people, e.g. as they See Personal, Social and Emotional Development and Communication and ee Personal, Social and Emotional Development and
S
laugh and smile so do the people they are with Language Communication and Language
•D
evelops a sense of belonging to their family and • Provide opportunities, both indoors and out, for
their key carer babies and toddlers to see people and things
beyond the baby room, including the activities of
• Recognises key people in their own lives
older children.
RANGES
1-2
• I s curious about people and shows interest in • Help children to learn each other’s names, e.g. through songs and • Collect stories for, and make books about, children
stories about people, animals or objects that they rhymes, and use them when addressing children. in the group, showing things they like to do and
are familiar with or which fascinate them things that are important to them, in languages
• Be positive about differences between people and support
that are relevant to them wherever possible.
• I s interested in photographs of themselves and children’s acceptance of difference. Be aware that negative attitudes
other familiar people and objects towards difference are learned from examples the children witness. • Provide books and resources which represent
children’s diverse backgrounds and which avoid
•E
njoys stories about people and nature (birds, • Ensure that each child is recognised as a valuable contributor to the
negative stereotypes, ensuring different cultures
bees, snails, cats, dogs, etc) and is interested in group.
are represented but especially the backgrounds of
photographs of themselves with these. • Celebrate and value cultural, religious and community events and the children in the room.
experiences.
• Make photographic books about the children in
RANGE
the setting and encourage parents to contribute

to these.
3
Understanding the World: People and communities

• Provide positive images of all children including
those with diverse physical characteristics,
including disabilities.
• Support good ecological habits in daily life by
providing first-hand experiences, e.g. waste
disposal by putting papers in recycling bins,
helping planting flowers and seeds, provisioning
bird tables, leaf piles for hedgehogs and woodlice.
105
•H
as a sense of own immediate family and relations • Talk to children about their friends, their families, and why they are • Share photographs of children’s families, friends,
and pets important. pets or favourite people, both indoors and out.
• I n pretend play, imitates everyday actions and • Be sensitive to the possibility of children who may have lost special • Support children’s understanding of difference
events from own family and cultural background, people or pets, either through death, separation, displacement or and of empathy by using props such as puppets
e.g. making and drinking tea, going to the barbers, fostering/adoption. and dolls to tell stories about diverse experiences,
being a cat, dog or bird ensuring that negative stereotyping is avoided.
RANGE
•B
eginning to have their own friends • Ensure children have resources so that they can
4
imitate everyday actions and events from their

•L
earns that they have similarities and differences
lives and that represent their culture.
that connect them to, and distinguish them from,
others
•S
hows interest in the lives of people who are • Encourage children to talk about their own home and community • Plan extra time for helping children in transition,
familiar to them life, and to find out about other children’s experiences. Be aware such as when they move from one setting to
that some children’s home lives may be complicated or disrupted, another or between different groups in the same
•E
njoys joining in with family customs and routines
and talking about them may be difficult. setting.
•R
emembers and talks about significant events in
• Ensure that children learning English as an additional language have • Provide activities and opportunities for children to
their own experience
opportunities to express themselves in their home language some of share experiences and knowledge from different
•R
ecognises and describes special times or events the time. parts of their lives with each other.
for family or friends
• Encourage children to develop positive relationships with • Provide ways of preserving memories of special
•S
hows interest in different occupations and ways community members who visit the setting, such as fire fighters, events, e.g. making a book, collecting photographs,
of life indoors and outdoors
RANGE
refuse collectors, delivery personnel, care home resident, artists. sound or video recording, drawing and writing.
•K
nows some of the things that make them unique, •Share stories about people from the past who have an influence on • Invite children and families with experiences of
5
and can talk about some of the similarities and the present. living in other countries to bring in photographs
differences in relation to friends or family and objects from their home cultures including
those from family members living in different areas
of the UK and abroad.
•Ensure the use of up-to-date, appropriate
photographs of parts of the world that are
commonly stereotyped and misrepresented.
106
• Enjoys joining in with family customs and routines • Encourage children to share their feelings and talk about why they
respond to experiences in particular ways. RANGE 5 & 6 (cont)
•T
alks about past and present events in their own
life and in the lives of family members • Explain carefully why some children may need extra help or support • Help children to learn positive attitudes and
for some things, or why some children feel upset by a particular thing. challenge negative attitudes and stereotypes, e.g.
•K
nows that other children do not always enjoy the
same things, and is sensitive to this • Help children and parents to see the ways in which their cultures using puppets, Persona Dolls, stories and books
and beliefs are similar, sharing and discussing practices, resources, showing black heroes or disabled kings or queens
•K
nows about similarities and differences between
celebrations and experiences. or families with same sex parents, having a visit
themselves and others, and among families,
from a male midwife or female fire fighter.
communities, cultures and traditions • Strengthen the positive impressions children have of their own
cultures and faiths, and those of others in their community, by • Visit different parts of the local community,
sharing and celebrating a range of practices and special events. including areas where some children may be very
knowledgeable, e.g. Chinese supermarket, local
RANGE
church, elders lunch club, Greek café.

6
• Provide role-play areas with a variety of resources

reflecting diversity.
• Make a display with the children, showing all
the people who make up the community of the
setting.
• Share stories that reflect the diversity of children’s
experiences.
• 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.
Statutory ELG: Past and Present Statutory ELG: People, Culture and Communities

- Talk about the lives of the people around them and their roles in - Describe their immediate environment using knowledge from
society; observation, discussion, stories, non-fiction texts and maps;
- Know some similarities and differences between things in the -K now some similarities and differences between different
past and now, drawing on their experiences and what has been religious and cultural communities in this country, drawing on
read in class; their experiences and what has been read in class;
- Understand the past through settings, characters and events - Explain some similarities and differences between life in this
encountered in books read in class and storytelling. country and life in other countries, drawing on knowledge from
stories, non-fiction texts and – when appropriate – maps.
107
Understanding the World: The world
Understanding the world: The world
•M
oves eyes, then head, to follow moving objects • Encourage young babies’ movements through your interactions, e.g. • Provide a range of everyday and natural objects
•R
eacts with abrupt change when a face or object touching their fingers and toes and showing delight at their kicking to explore such as in treasure baskets for sitting
suddenly disappears from view and waving. babies.
•L
ooks around with interest when in a room, See Characteristics of Effective Learning – Playing and Exploring, and • Provide additional interest – make small changes
garden, balcony or park, visually scanning the Physical Development in the predictable environment.
environment for novel, interesting objects and • Provide spaces that give young babies different
events views of their surroundings, such as a soft play
area, under a tree, on a lap, looking at bushes and
RANGE
•S
miles with pleasure at recognisable playthings
flowers in a garden or park.
•R
epeats actions that have an effect, e.g. kicking or
1
hitting a mobile or shaking a rattle • Ensure that babies and toddlers experience the
natural world around them: the wind, the sun, the
moon, the movement of the leaves in the trees
and different sounds such as birdsong and insect
sounds.
•C
losely observes what animals, people and • Play hiding and finding games inside and outdoors. • Provide lift-the-flap books to show something
vehicles do hidden from view.
• Plan varied arrangements of equipment and materials that can
•W
atches toy being hidden and tries to find it, be used with babies in a variety of ways to maintain interest and • Play hide-and-seek outside.
watches intently where a spider has scuttled away provide challenges.
• Provide a variety of interesting things for babies to
under leaves
• Draw attention to things in different areas that stimulate interest, see when they are looking around them, looking
• Looks for dropped objects such as a patterned surface. up at the ceiling or peering into a corner.
RANGE
• Becomes absorbed in combining objects, e.g. • Display and talk about photographs of babies’
2
banging two objects or placing objects into favourite places.

containers
• Take babies on regular outings to a range of local
• Knows things are used in different ways, e.g. a ball environments.
for rolling or throwing, a toy car for pushing
• I s curious and interested to explore new and • Talk with children about their responses to sights, sounds and smells • Develop the use of the outdoors so that young
familiar experiences in nature: grass, mud, puddles, in the environment indoors, in playgrounds, with nature in gardens children can investigate features, e.g. a mound,
plants, animal life and parks and discover what they like about playing outdoors. a path or a wall, and experience weather, large
•E
xplores objects by linking together different • Encourage young children to explore puddles, trees and surfaces spaces and seasonal change.
approaches: shaking, hitting, looking, feeling, such as grass, concrete or pebbles. • Provide a collection of sets of items for children to
tasting, mouthing, pulling, turning and poking explore how objects can be combined together in
RANGE
• Introduce principles of recycling, planting and care for our resources.

• Remembers where objects belong heuristic play sessions.
3
•M
atches parts of objects that fit together, e.g. puts
lid on teapot
108
•N
otices detailed features of objects in their • Tell stories about places and journeys. • Make use of outdoor areas to give opportunities
environment for investigations of the natural world, for
•C
an talk about some of the things they have example, provide chimes, streamers, windmills and
observed such as plants, animals, natural and bubbles to investigate the effects of wind.
found objects • Provide story and information books about places,
•E
njoys playing with small world reconstructions, such as a zoo or the beach, to remind children of
RANGE
building on first-hand experiences, e.g. visiting visits to real places.

4
farms, garages, train tracks, walking by river or lake
•C
omments and asks questions about aspects of • Use parents’ knowledge to extend children’s experiences of the • Use the local area for exploring both the built
their familiar world such as the place where they world and the natural environment. Regularly take small
live or the natural world groups of children on local walks, taking the time
• Support children with sensory impairment by providing
•T
alks about why things happen and how things supplementary experience and information to enhance their to observe what involves the children’s interest.
work learning about the world around them. • Provide opportunities to observe things closely
•D
eveloping an understanding of growth, decay • Arouse awareness of features of the environment in the setting and through a variety of means, e.g. magnifiers
and changes over time immediate local area, e.g. make visits to shops or a park. and photographs, phone apps to listen to and
recognise birds.
•S
hows care and concern for living things and the • Use conversation with children to extend their vocabulary to help
environment them talk about their observations and to ask questions. • Explore different habitats outdoors, e.g. scent,
colour and shape of flowers attracting bees,
•B
egin to understand the effect their behaviour can • Ensure adults know and use the widest vocabulary that they can, making a wormery, planning bird feeding on the
have on the environment e.g. using the correct name for a plant or geographical feature. ground and higher level.
RANGE
• Provide play maps and small world equipment for

5
children to create their own environments as well

as represent the familiar environment.
• Teach skills and knowledge in the context of
practical activities, e.g. learning about the
characteristics of liquids and solids by involving
children in melting chocolate or cooking eggs, or
observing ice outdoors.
• Share stories related to pollution, climate change,
habitat erosion, etc.
Understanding the World: The World

109
Understanding the World: The world
•L
ooks closely at similarities, differences, patterns • Help children to notice and discuss patterns around them, e.g. tree • Give opportunities to record and creatively
and change in nature bark, flower petal or leaf shapes, grates, covers, or bricks. represent findings by, e.g. drawing, writing, making
a model or photographing, through music, dancing
•K
nows about similarities and differences in • Examine change over time, for example, growing plants, and change
or dressing up.
relation to places, objects, materials and living that may be reversed, e.g. melting ice.
things • Provide stories that help children to make sense of
• Use appropriate words, e.g. town, village, path, house, flat, cinema,
different environments.
•T
alks about the features of their own immediate skyscraper, hydrant, cirrus, cumulonimbus, temple and synagogue, to
environment and how environments might vary help children make distinctions in their observations. • Provide first-hand experiences to support children
from one another in making sense of micro-environments, the
• Help children to find out about the environment by talking to
specific conditions which enable each plant or
•M
akes observations of animals and plants and people, examining photographs and simple maps and visiting local
animal to live and thrive.
explains why some things occur, and talks about places.
changes • Provide stimuli and resources for children to
• Encourage children to express opinions on natural and built
create simple maps and plans, paintings, drawings
RANGE
environments and give opportunities for them to hear different

and models of observations of known and
points of view on the quality of the environment.
6
imaginary landscapes.
• Encourage the use of words that help children to express opinions,
• Give opportunities to design practical, attractive
e.g. busy, quiet and pollution.
environments, for example, planting and taking
• Use correct terms so that, e.g. children will enjoy naming a chrysalis care of flower and vegetable beds or organising
if the practitioner uses its correct name. equipment outdoors.
• Pose carefully framed open-ended questions and prompts, such as • Make connections with places and spaces locally,
How can we…? What would happen if…? I wonder…. such as museums, galleries, open spaces, arts
centres, sports centres. Encourage parents to join
you on regular outings, which can result in family
visits to the same places.
Statutory ELG: The Natural World

- Explore the natural world around them, making observations
and drawing pictures of animals and plants;
-K now some similarities and differences between the natural
world around them and contrasting environments, drawing on
their experiences and what has been read in class;
- Understand some important processes and changes in the
natural world around them, including the seasons and changing
states of matter.
110
Understanding the world: Technology
The beginnings of understanding technology lie in See Playing and exploring, Thinking creatively and critically ee Playing and exploring, Thinking creatively and
S
babies exploring and making sense of objects and how critically
they behave (see Playing and exploring, Thinking
creatively and critically)
RANGES
1-2
•A nticipates repeated sounds, sights and actions, •C

omment on the ways in which young children investigate how to • Have available robust resources with knobs, flaps,
e.g. when an adult demonstrates an action toy push, pull, lift or press parts of toys and domestic equipment. keys or shutters.
several times •T
alk about the effect of children’s actions, as they investigate what • Incorporate technology resources that children
• Shows interest in toys with buttons, flaps and things can do. recognise into their play, such as a camera.
simple mechanisms and begins to learn to operate
RANGE
them
3
•S
eeks to acquire basic skills in turning on and • Support children in exploring the control technology of toys, e.g. toy • Provide safe equipment to play with, such as
operating some digital equipment electronic keyboard. torches and walkie-talkies.
•O
perates mechanical toys, e.g. turns the knob on a • Talk about digital and other electric equipment, what it does, what • Let children use machines like the photocopier to
wind-up toy or pulls back on a friction car they can do with it and how to use it safely. copy their own pictures.
•P
lays with water to investigate “low technology” • Talk to children about “low technologies” such as washing and • Provide a range of materials for children to “stain”
such as washing and cleaning drying, transporting water and using water to make things “work”. and have a go at washing, rinsing and drying
RANGE
•U
ses pipes, funnels and other tools to carry/ outside in the sunshine.
4
Understanding the World: Technology

transport water from one place to another • Provide a range of pipes, funnels, containers,
water wheels and water for children to play with.
111
Understanding the World: Technology
Understanding the world: Technology
•K
nows how to operate simple equipment, e.g. • Support and extend the skills children develop as they become • When out in the locality, ask children to help to
turns on CD player, uses a remote control, can familiar with simple equipment, such as twisting or turning a knob. press the button at the pelican crossing, or speak
navigate touch-capable technology with support • Draw young children’s attention to pieces of digital apparatus they into an intercom to tell somebody you have come
•S
hows an interest in technological toys with see or that they use with adult supervision. back.
knobs or pulleys, real objects such as cameras, and • Talk to children about their uses of technologies at home and in • When in the community and on trips to places
touchscreen devices such as mobile phones and other environments to begin to understand what they already know such as the park, encourage children to take
tablets photographs and use mobile apps of things that
about and can do with different technologies.
RANGE
•S
hows skill in making toys work by pressing parts interest them, ready to revisit later.
• Ask open-ended questions and have conversations about children’s
or lifting flaps to achieve effects such as sound, • Provide a range of materials that enable children
interest in technological toys to enable children to learn about
5
movements or new images to explore cause and effect.

different technologies.
•K
nows that information can be retrieved from
digital devices and the internet • Support children to be curious in grappling with cause and effect,
e.g. learning that pulling a string may make a puppet arm lift.
•P
lays with a range of materials to learn cause and
effect, for example, makes a string puppet using
dowels and string to suspend the puppet
• Completes a simple program on electronic devices • Encourage children to speculate on the reasons why things happen • Provide a range of materials and objects to play
•U ses ICT hardware to interact with age- or how things work. with that work in different ways for different
appropriate computer software • In conversation highlight technology in aspects of nature, e.g. purposes, for example, egg whisk, torch, other
encouraging models of birds showing purposes and functions of household implements, pulleys, construction kits.
•C an create content such as a video recording,
stories, and/or draw a picture on screen wing feathers, body feathers, beaks, feet reflecting differences of • Provide a range of programmable toys for children
different kinds of birds. to play with, as well as equipment involving ICT,
•D evelops digital literacy skills by being able to such as computers, touchscreen devices and
• Support children to coordinate actions to use technology, for
access, understand and interact with a range of internet-connected toys.
example, call a telephone number or create a video recording.
RANGE
technologies
• Teach and encourage children to click on different icons to cause
•C an use the internet with adult supervision to find
6
things to happen in a computer program.

and retrieve information of interest to them
• Talk to children about their actions, and support children to
understand different purposes of different technologies.
• Retrieve content and use to facilitate discussions, allowing children
to recall trips/ past events to enable them to connect to their wider
community.
Statutory ELG: None

Birth to Five Matters: Children require access to a range of
technologies, both digital and non-digital in their early lives.
Exploring with different technologies through play provides
opportunities to develop skills that children will go on to develop
in their lifetimes. Investigations, scientific inquiry and exploration
are essential components of learning about and with technology
both digitally and in the natural world. Through technology
children have additional opportunities to learn across all areas
in both formal and informal ways. Technologies should be
seen as tools to learn both from and with, in order to integrate
technology effectively within early years practice.
112
Expressive arts and design: Creating with materials
•E
xperiments with a range of media – tools, • Attend to how babies and children are using their whole body in • Create a rich and well-ordered environment that
materials, sound and whole body movement -- sensing, exploring and experimenting with space, texture, sounds, enables babies and children to use all their senses.
through multi-sensory exploration rhythms, materials, and tools. • Choose and select with intention the materials
• Welcome the ways in which babies and children arrange, combine, and tools available to children.
transform, group, and sequence materials that both natural and • Create the time and space that will ensure that
manmade. children can engage in depth with a diverse range
of materials.
RANGES
1-2
• Continues to explore and experiment with an • Listen to and enjoy with children a variety of sounds, and music • Offer a variety of objects that will make different
increasing range of media and movement through from diverse cultures. sounds, such as wood, pans and plastic bottles
multi-sensory exploration and expression • Sensitively introduce children to language to describe sounds and filled with different things.
• Moves while singing/vocalising, whilst listening rhythm, e.g. loud and soft, fast and slow. • Create opportunities to encounter and revisit key
to sounds and music, while playing with sound • Understand that young children’s creative and expressive processes materials, resources and tools where children can
makers/instruments are part of their development of thinking and communicating as well further explore their properties including form,
• Mirrors and improvises actions they have as being important in their own right. colour, texture, composition.
RANGE
observed, e.g. clapping or waving • Become familiar with the properties and characteristics of materials • Create space and time for movement and dance
• Sings/vocalises whilst listening to music or playing and tools.
3
both indoors and outdoors.

with instruments/sound makers • Observe, analyse and document the processes involved in a
• Notices and becomes interested in the child’s creative and expressive processes, to support greater
transformative effect of their action on materials understanding, inform planning and share with families, carers, and
and resources other professionals.
• Joins in singing songs • Help children to listen to music and watch dance when • Plan a varied and appropriate series of live
•C reates sounds by rubbing, shaking, tapping, opportunities arise, encouraging them to focus on how sound and performances for all young children, e.g.
Expressive Arts and Design: Creating with materials

movement develop from feelings and ideas. musicians, dancers, storytellers.
striking or blowing
• Recognise that children can become fascinated by a pattern of • Draw on a wide range of art works from a variety
• Shows an interest in the way sound makers and of cultural backgrounds to extend children’s
instruments sound and experiments with ways of actions or interactions with tools and materials, gaining confidence
over extended periods of time. experiences and to reflect their cultural heritages,
playing them, e.g. loud/quiet, fast/slow e.g. architecture, ceramics, theatre.
• Experiments with ways to enclose a space, create • Encourage and support the inventive ways in which children use
• Continue to provide opportunities to encounter
space, combine and transform both 3D and 2D materials.
RANGE
shapes and represent actions, sounds and objects and revisit key materials, resources and tools
• Enjoys and responds to playing with colour in a • Be sensitive in how you support a child who is using line, colour, through which children can further explore their
4
variety of ways, for example combining colours tone and form. It is not necessary for them to have the verbal properties including form, colour, texture and
language to explain, for example, drawing. The drawing itself is one composition.
•U ses 3D and 2D structures to explore materials of their multi-modal languages. • Invite children to look at and touch unusual or
and/or to express ideas interesting materials, artefacts and resources
in their everyday environment, chosen for their
design, beauty, pattern and ability to inspire
exploration.
113
•E xplores and learns how sounds and movements • Support children’s talk by sharing terms used by artists, potters, • Offer resources for mixing colours, joining things
can be changed musicians, dancers, e.g. as children show interest in exploring colour together and combining materials, supporting
•C ontinues to explore moving in a range of ways, mixing, support them in using terms such as tint, shade, hue. where appropriate.
e.g. mirroring, creating own movement patterns • When children have a strong intention in mind, support them in • Create a place where work in progress can be kept
•E njoys joining in with moving, dancing and ring thinking about what they want to create, the processes that may be safely.
games involved and the materials and resources they might need. • Share with children other artists’ work that
•S ings familiar songs, e.g. pop songs, songs from TV • Encourage children to notice changes in properties of media as they connects with their ideas, interests and
programmes, rhymes, songs from home are transformed, e.g. through becoming wet, dry, flaky or fixed. Talk experiences.
about what is happening, helping them to think about cause and • Introduce children to a wide range of music,
•T aps out simple repeated rhythms effect. movement, painting and sculpture.
•D evelops an understanding of how to create and • Observe, analyse and document the processes involved in a
use sounds intentionally • Provide a range of musical instruments that are
child’s creative and expressive processes, to support greater
RANGE
used in different ways, for children to bang, pluck,

•C ontinues to explore colour and how colours can understanding, inform planning and share with families, carers, and blow, strum.
5
be changed other professionals.

• Offer children opportunities to use their skills
•D evelops an understanding of using lines to • Encourage children to notice changes in movement and sound, and explore concepts and ideas through their
enclose a space, and begins to use drawing e.g. louder, quieter, smaller, bigger. Talk about what is happening, representations.
to represent actions and objects based on helping them to think about cause and effect.
imagination, observation and experience • Introduce new skills and techniques based on your observations and
•U ses various construction materials, e.g. joining knowledge of children’s interests and skills.
pieces, stacking vertically and horizontally,
balancing, making enclosures and creating spaces
• Uses tools for a purpose
114

• Begins to build a collection of songs and dances • Draw attention to children’s choice and use of: materials, tools and • Offer opportunities to encounter and revisit
•M akes music in a range of ways, e.g. plays with techniques, experimentation with colour, design, texture, form and key materials, e.g. drawing media, paper, paint,
sounds creatively, plays along to the beat of the function. cardboard and clay in order to continue to
song they are singing or music they are listening to • Use individual, small group, and large group discussion to regularly develop expertise as tools for expression and
engage children in explaining work in progress. communication.
•U ses their increasing knowledge and
understanding of tools and materials to explore • Recognise the importance of drawing in providing a bridge • Provide a range of joining materials (e.g. stapler,
their interests and enquiries and develop their between imaginary play and writing, and that all are key forms of masking tape, glue, string, thread, split pins,
thinking communication and tools for thinking. treasury tags, card strips) to support children
working in both 2D and 3D.
•D evelops their own ideas through experimentation
RANGE
with diverse materials, e.g. light, projected image, • Supply open-ended props and materials that can
easily be transformed in play.
6
loose parts, watercolours, powder paint, to

express and communicate their discoveries and
understanding.
•E xpresses and communicates working theories,
feelings and understandings using a range of art
forms, e.g. movement, dance, drama, music and
the visual arts.
Statutory ELG: Creating with Materials


- Safely use and explore a variety of materials, tools and
techniques, experimenting with colour, design, texture, form
and function;
- Share their creations, explaining the process they have used;
-M ake use of props and materials when role playing characters in
narratives and stories.
115
Expressive Arts and Design: Being imaginative and expressive
Expressive arts and design: Being imaginative and expressive
•R
esponds to and engages with the world that • Notice the ways in which babies react to other babies and adults • Create a rich environment that enables babies and
surrounds them, e.g. sounds, movement, people, and the world that surrounds them. children to use all their senses.
objects, sensations, emotions (her own and others) • Tune into and sensitively respond to babies’ and children’s • Provide babies and children with a range of.
expressive and communicative actions. experiences to feed their imaginative potential,
e.g. stories, images, music, natural and urban
experiences, social encounters (mealtimes,
shopping, visitors).
RANGES
1-2
•E
xpresses self through physical actions and sound • Show genuine interest and be willing to play along with a young • Provide a range of resources including familiar and
•P
retends that one object represents another, child who is beginning to pretend. non-specific items that can be used in a range of
especially when objects have characteristics in • Model or join in pretend play, such as pretending to drink from an ways, such as magazines, real kitchen items, fabric,
common empty toy cup. hoops, sponges, rope etc.
RANGE
•C
reates sound effects and movements, e.g. creates
the sound of a car, animals
3
•U ses everyday materials to explore, understand • Observe and sometimes take part in children’s make-believe play in • Offer a variety of stimulating resources that can
and represent their world – their ideas, interests order to gain an understanding of their interests. be used in different ways both inside and outside
and fascinations e.g. fabric, boxes, sound makers, water, string bags
•Observe and reflect on the children’s own explorations and
•B egins to make believe by pretending using sounds, and planks.
creations.
movements, words, objects Beginning to describe • Create time and space for children to develop
RANGE
sounds and music imaginatively, e.g. scary music their own creations, e.g. photographs, sounds,
movement, constructions, stories, collages.
4
• Creates rhythmic sounds and movements
•U ses movement and sounds to express • Ensure children have opportunities to experience the world outside • Tell stories based on children’s experiences and
experiences, expertise, ideas and feelings the setting, e.g. through walks, visits, visitors, links with children’s the people and places they know well as well as
•E xperiments and creates movement in response to homes. stories that stimulate the imagination.
music, stories and ideas • Support children’s development of imaginary worlds by encouraging • Create spaces for children to respond to stories
new experiences, inventiveness, empathy and new possibilities. and their representing their ideas of what they
RANGE
• Sings to self and makes up simple songs

• Share a diverse range of text, image-based and oral stories to hear, imagine and enjoy through a variety of art
•C reates sounds, movements, drawings to
5
forms and materials.

accompany stories stimulate imaginative responses.
116
Expressive arts and design: Being imaginative and expressive

•N
otices what other children and adults do, • Co-create stories with children based on their ideas, experiences • Offer children a wide variety of materials and
mirroring what is observed, adding variations and and the people and places they know well or imaginary ones. resources, both inside and outside that stimulate
then doing it spontaneously their imagination to build, to become, to represent
•E
ngages in imaginative play based on own ideas or and experiment with their imaginative play and
RANGE
first-hand or peer experiences. thinking.

5
•U
ses available resources to create props or creates
imaginary ones to support play
•P
lays alongside other children who are engaged in
the same theme
•C reates representations of both imaginary and • Support children to gain confidence in their own way of • Enrich the environment inside and out with
real-life ideas, events, people and objects representing and sharing ideas. materials, resources, natural objects, images,
• I nitiates new combinations of movements and • Be aware of the link between children’s imaginative play and how music, dance (via image, film) for children to inspire
gestures in order to express and respond to they develop a narrative structure. their imagination.
feelings, ideas and experiences • Recognise and promote children’s agency in expressing their unique • Make materials accessible so that children are able
•C hooses particular movements, instruments/ and subjective viewpoint through the arts. to imagine and develop their enquiries and ideas
sounds, colours and materials for their own while they are still fresh in their minds.
• Support children in communicating through their bodies by
imaginative purposes responding to, and sometimes joining in with their expressive • Provide children with opportunities to develop
•U ses combinations of art forms, e.g. moving and movement linked to their imaginative ideas. their enquiries using materials and tools over
extended periods of time.
RANGE
singing, making and dramatic play, drawing and • Introduce descriptive language to support children within the
talking, constructing and mapping context of their own imaginative experiences.
6
•R esponds imaginatively to art works and objects, • Celebrate children’s imaginative ideas and creations by sharing
e.g. this music sounds likes dinosaurs, that sculpture them, e.g. impromptu performances, learning journeys with families,
is squishy like this [child physically demonstrates],
Expressive Arts and Design: Being imaginative and expressive

display documentation, digital portfolios.
that peg looks like a mouth
• I ntroduces a storyline or narrative into their play
•P lays cooperatively as part of a group to create,
develop and act out an imaginary idea or narrative
Statutory ELG: Being Imaginative and Expressive

- Invent, adapt and recount narratives and stories with peers and
their teacher;
- Sing a range of well-known nursery rhymes and songs;
-P erform songs, rhymes, poems and stories with others, and –
when appropriate – try to move in time with music.
117
Glossary
A guide to the meanings of terms as used in Birth to 5 Matters
flat shapes that have width and height but not depth, e.g. common regular shapes
2D (two-dimensional) shapes
such as rectangle, oval, triangle and hexagon
solid shapes that have width, height and depth, e.g. common regular shapes such as
3D (three-dimensional) shapes
sphere, pyramid and cube
ableism discrimination against disabled people in favour of non-disabled people
where adults plan and provide opportunities for children to be introduced to or
adult-led
further develop skills and knowledge
agency ability to act and make decisions that influence events and affect one’s world
recognising the existence of racism in its many forms and taking appropriate action
anti-racism
to remove it
asylum seeker a refugee engaged in the legal process to seek a right to remain
sensitive, positive and responsive to children’s cues regarding their emotions,
attuned
interests, and communications
autonomy being in control of, or an active agent in, one’s life
leaning towards a way of thinking about people which influences engagement with
them, based on assumptions or previous interactions with other people who have
bias
shared characteristics which may include, race, religion, sexuality or socio-economic
status
how much a container can hold (linked to volume or the amount of space things take
capacity (in mathematics)
up)
cardinality quantity (a number of things) or “how many-ness”
where a child determines the activity – what they will use, what they will do, who is
child-initiated
involved
child-led where the child takes the lead and the adult responds
all babies, toddlers and young children from birth to the end of the EYFS, up to 71
children
months
co-construction working with others to develop concepts, skills and knowledge
relating to the ability to think, have, gain and use knowledge through memory and
cognitive
reasoning
comparison
the relative size of numbers including finding which is larger or smaller
(number in mathematics)
comparing one object to another on the basis of one attribute (e.g. length, weight
comparison
or capacity) is direct comparison; using a third object as the “measurer” is indirect
(measure in mathematics)
comparison
composition how a number is made up; includes all of the number combinations that make up a
(number in mathematics) given number
composition putting different elements together to give structure and convey intentions, such as
(in expressive arts) sounds, or visual elements such as line, shape, colour, value, texture, form, and space
a general idea formed in the mind about a thing or group of things, derived from
concept
specific instances or occurrences.
environment and resources provided for children to explore freely, which support
continuous provision learning with or without an adult and enable children to revisit and build on their
learning
118 Birth to 5 Matters - Glossary

using imagination to generate new ideas; related to critical thinking in working with
creative thinking
ideas and plans
analysing or synthesising information from which to make decisions or judgements,
critical thinking
build theories or to reflect and evaluate
what children bring with them, and develop from their experiences and
cultural capital
opportunities
culture the ideas, customs, traditions and interests of groups of people
a plan for children’s development and learning experiences, both formal and
curriculum
informal
skills associated with finding, identifying, evaluating and using information,

digital literacy understanding the purposes of the technology being used and having the skills to
create content
unfair or less favourable treatment because of race, gender, age, sexual orientation,
discrimination
disability, religion/belief or other characteristics
dispositions enduring habits of mind and action
being from a particular group of people or those who identify with each other due
ethnicity
to shared language, nationality, culture or religion
to be communicative in conveying ideas, emotions, and thoughts; modes include
expressive
dance, story, drawing, music, as well as in writing and talking
everyday activities the structures and routines of the day, e.g. mealtimes, nap times, story time
faith strong beliefs which might be linked to religious doctrine or tradition
the ability to quickly change the direction of thinking, finding new ways to approach
flexible thinking
a situation or solve a problem
where children have the choice to move freely between areas and environments,
free flow
indoors and outdoors, during their play
funds of knowledge knowledge that is linked to cultural practice within families and communities
gender a social construction describing attributes of masculinity and femininity
the visual marks and representations (graphics) young children choose to use to
graphics (mathematics) explore mathematical meanings and communicate their thinking, including mark-
making and standard symbols
recognising all aspects of children’s development and learning, including physical,

holistic
personal, social, emotional, spiritual and cognitive
exploratory play with everyday items, often arranged for mobile babies and
heuristic play
toddlers to freely explore groups of objects
homophobia negative attitudes and behaviours towards those who are lesbian, gay and bisexual
sense of self influenced by many factors such as social, cultural and political context,
identity
family background, gender, and faith
internet-connected toys physical toys that are connected to the internet and respond based on interactions
the way in which various identity markers are layered or overlap within one person,
intersectionality
which can increase the impact or the degree to which discrimination is experienced
motivation that is driven by inherent satisfaction; the behaviour itself is its own
intrinsic motivation
reward
knowledge facts, information, understanding about things
Birth to 5 Matters - Glossary 119

a collective term representing people who identify as:
lesbian; gay (generally refers to gay men but can also be an umbrella term for gay
men and women); bisexual (the attraction to multiple genders, often including
one’s own gender); transgender (when a person’s gender does not line up with
their assigned sex at birth); queer (catch-all term for anyone in the community, to
be more inclusive to people who do not fit into the other categories; the “q” might
LGBTQIA+ include “questioning” people who are exploring their sexual or gender identities and
may not want to commit to a certain label); intersex (someone born with biological
sex characteristics that are not traditionally associated with male or female bodies);
aromantic (someone who experiences little to no romantic attraction)/asexual
(someone who experiences little or no sexual attraction)/agender (someone who
identifies with no particular gender); plus (inclusive of all other identities)
Items with no specific direction that can be used by themselves or with other
loose parts
materials in multiple ways
technologies that are non-mechanical, not advanced or “high technology” such as
low technology
digital technology
embedded competence and confidence within an area of learning which can be
mastery
recalled and transferred to different contexts
the process by which certain groups have less power or representation compared
minoritised
to members of other groups in society
responding to another’s movements, gestures, sounds or expressions by doing
mirroring
something similar
motor functions relating to muscle movement
communication can be written, oral, visual, digital and non-verbal, all of which
multimodal languages
contribute to making meaning
neurological functions relating to the function of nerves and the nervous system
numerals the symbols which represent numbers e.g. 0, 1, 2, 3, 4, 5, 6, 7…
objective (for learning) short, specific statements about the intended learning
having no specific direction or purpose, and no pre-determined use, process or
open-ended
outcome, to be interpreted and directed by the children
the position and order of the counting numbers, including the relative place of any
ordinality number in the number sequence as being next to, before, after, near to, in between,
etc any other number
orientation the way round an object or image is turned or facing

palmar grip using a fist grip to pick up objects
parents used here to include all carers of children in the EYFS
the understanding of how children learn and develop and the practices through
pedagogy which adults can enhance that process, rooted in values and beliefs about what we
want for children and supported by knowledge, theory and experience
experiences planned specifically to further develop skills and knowledge or

planned activities
introduce new ideas
practitioner all early years professionals who work directly with children in EYFS settings
preconceived idea about a person or group that is not factual or based on
prejudice
experience; it can be positive or negative
something you do not immediately know the answer to, so have to decide a way to
problem solving
find a solution
120 Birth to 5 Matters - Glossary

the steps a child goes through as they create and express, including include thinking,
processes exploring, experimenting, attempting, adapting, consulting, comparing; all inform
and influence each other
a concept explored by Dr Jools Page to describe the feelings of love, intimacy and
professional love
care which practitioners experience in their reciprocal relationships with children
progress moving forward
properties
qualities, features or characteristics of a shape
(shape in mathematics)
a social construct based on skin colour and facial features which has no inherent
race
biological basis but affects social categories and relationships
prejudice and discrimination from an individual, community or institution against a
racism
particular racial or ethnic group
a person who has fled their country in order to escape war, persecution, or natural
refugee
disaster and sought safety in another country
a repeating pattern is where the order of some items (or sounds, actions, ideas,
repeating pattern etc.) is continually duplicated; the “unit of repeat” is the section that is repeated to
generate the pattern
resilience capacity to cope with, adapt to, and recover from setbacks or adversity
schema pattern of repeated play and behaviours that helps children organise information
related to the physical senses e.g. touch, smell, taste, hearing and sight, vestibular
sensory functions
sense
all types of provision delivering the EYFS including childminders, private, voluntary
setting
and independent providers, nursery, infant and primary schools
ability to regulate emotions, thoughts and behaviour to enable positive action
self-regulation
toward a goal
interactions where the child “serves” by initiating contact, and the adult “returns”
serve and return
by responding appropriately with eye contact, gestures or words
the sexual attraction that a person feels towards another person, e.g. being
sexual orientation
heterosexual, homosexual, bisexual or asexual
skills abilities
interpretation of how things, including own body, relates to one another and the
spatial awareness
spatial environment
stereotypes generalisations which label people and make assumptions about them
strategic long term/overall approach towards aims based on evidence

subitising - conceptual instantly recognising the total based on the parts
immediate recognition of how many without needing to count, involving very small
subitising - perceptual
numbers and assisted by familiar arrangements such as dice patterns
when two or more people “work together” in an intellectual way to solve a problem,
sustained shared thinking clarify a concept, evaluate an activity, extend a narrative, etc.; both must contribute
to the thinking and it must develop and extend understanding
symmetry shapes and patterns which flip over a line or axis, in a mirror fashion
systemic racism form of racism that pervades institutions and organisations
the ways children think about, inquire into and make meaning about their worlds
working theories as they attempt to make connections between prior and new experiences and
understandings
Birth to 5 Matters - Glossary 121

Acknowledgements
Birth to 5 Matters was created through the collaborative work of many people, including:
Birth to 5 Matters Steering Group, Early Years Birth to 5 Matters working groups
Coalition
Child development
Professor Chris Pascal, British Early Childhood
Carolyn Silberfeld, Early Childhood Studies Degrees
Education Research Association (BECERA)
Network (ECSDN)
Beatrice Merrick (Chair) and Shaddai Tembo,
Dr Sue Robson, Honorary Research Fellow, University
Early Education
of Roehampton and Trustee, Froebel Trust
Melian Mansfield, Early Childhood Forum (ECF)
Dr Mine Conkbayir, consultant
Carolyn Silberfeld, Early Childhood Studies Degrees
Paula Phillips, nursery manager and Froebel Trust
Network (ECSDN)
Travelling Tutor
Michael Freeston, Early Years Alliance
Dr Nathan Archer, TACTYC/Nuffield Foundation
Dr Sacha Powell and Dr Stella Louis, Froebel Trust
Suzie Gibbs, childminder
Anna Ephgrave and Elaine Bennett, Keeping Early
Years Unique (KEYU)
Inclusive practice and equalities
Aaron Bradbury and Tamsin Grimmer, LGBTQIA
Early Years Aaron Bradbury, Principal Lecturer, Childhood and
Early Years, Nottingham Trent University
Barbara Isaacs and Preeti Patel, Montessori
St Nicholas Tamsin Grimmer, early years consultant
Stella Ziolkowski, National Day Nurseries Association Liz Pemberton, consultant/trainer
(NDNA)
Shaddai Tembo, Lecturer, Perth College UHI &
Ken Jones, National Education Union, NEU Doctoral Student, University of the West of Scotland
Janet Morris and Dr Paulette Luff, OMEP UK Donna Gaywood, children centre teacher (LA advisory
teacher for children (0-5) with SEMH needs)
Tricia Johnson and Sarah Cousins, Sector Endorsed
Foundation Degrees in Early Years (SEFDEY) Penny Borkett, retired Senior Lecturer, Sheffield
Hallam University
Robin Duckett, Sightlines Initiative
Sam Greshoff and Janni Nichol, Steiner Waldorf
Schools Fellowship Special Educational Needs and Disabilities
Dr Karen Boardman and Dr Nathan Archer, TACTYC: Dr Jan Georgeson, University of Plymouth
Association for Professional Development in
Professor Sarah Parsons, University of Southampton
Early Years
Kerry Moakes, Manchester Metropolitan University
Liz Pemberton (Co-opted member)
Kate Ullman, Teacher, Mill Ford Special School,
Plymouth
Birth to 5 Matters project team
Kathryn Ivil, manager, day nursery
Nancy Stewart. Project Lead
Helen Moyes, SENCO, Guildford Nursery School
Dr Sharon Colilles, Project Assistant and Family Centre
122 Birth to 5 Matters - Acknowledgements

Parents as partners The wider context
Dr Stella Louis, Course leader, Froebel Trust short Professor Rachel Holmes, Manchester Metropolitan
courses University
Sam Greshoff, Early Childhood Coordinator, Steiner Tansy Watts, Canterbury Christ Church University
Waldorf Schools Fellowship
Alison Moore, PhD Student, Early Years and Childhood
Dr Andrea Lancaster, consultant Studies Placement Manager/Lecturer, University
College Cork
Ann Whitehouse, SEFDEY, retired lecturer practitioner
Kelly Sheils, early years consultant, trainer & author
Dr Liz Rouse, Coventry University
Charlotte Bright, pre-school manager
Holli Williams, Head, Linden Tree Nurseries
Luke Addison, University of Edinburgh & nursery
manager
Attachment and Key Person
Dr Sarah Cousins, University of Warwick, SEFDEY
Observation, assessment and planning
Anne O’Connor, consultant
Di Chilvers, consultant
Gill Medhurst, Head of Operations & Childcare, ICP
Sue Bennett, retired headteacher, consultant
Nurseries Ltd
Dr Liz Chesworth, University of Sheffield
Dr Sue Allingham, consultant
Anna Watson, teacher
Dr Peter Elfer, Trustee, Froebel Trust and Lead,
Early Childhood Research Centre, University of Debbie Gilleeney, nursery group leader
Roehampton.
Wendy Howes, Assistant Headteacher, Guildford
Nursery School and Family Centre
Nancy Stewart, Birth to 5 Matters Project Lead
Karen Scott, Headteacher, Histon EY Centre
Supporting learning: Play
Dr Sigrid Brogaard-Clausen, University of
Nancy Stewart, Birth to 5 Matters Project Lead
Roehampton
Philippa Thompson, ECSDN, Sheffield Hallam
Bev Seymour, Senior Early Years Manager
University
Pete Moorhouse, consultant
Learning environment
Personal, Social and Emotional Development
Dr Kathryn Peckham, consultant
Tricia Johnson, consultant and Froebel Trust Tutor
Dr Nicola Kemp, Canterbury Christ Church University
Dr Christina MacRae, Manchester Metropolitan
Dr Jo Josephidou, OU
University
Menna Godfrey, preschool, trainer
Julia Manning-Morton, consultant
Lydia Hogburn, pre-school deputy manager
Diana Lawton, managing director, nursery group
Dr Tanya Richardson, University of Northampton
Chantal Talary, teacher at Guildford Nursery School
and Family Centre
Birth to 5 Matters - Acknowledgements 123

Communication and Language Mathematical Development
Helen Moylett, consultant Dr Karen Boardman, Edge Hill University, Chair of
TACTYC
Louisa Reeves, ICAN
Elaine Bennett, KEYU, reception teacher
Sarah Creek, Senior Development Officer, Early
Childhood Unit, NCB Dr Catherine Gripton, University of Nottingham
Dr Carol Hayes, lecturer/author Dr Helen Williams, consultant
Caroline Guard, Froebel Trust PhD Bursary student Dr Sue Gifford, Roehampton University
and practitioner/lecturer
Dr Andrea Lancaster, Early Childhood Maths Group
Dr Abi Hackett, Manchester Metropolitan University
Dr Antonia Zachariou, University of Roehampton
Expressive Arts and Design
Debi Keyte-Hartland, consultant
Physical Development
Nicola Burke, consultant
Dr Jackie Musgrave, Programme Lead for Early
Nicola Wallis, Museum Educator & PhD student,
Childhood, Open University
Fitzwilliam Museum
Professor Jan White, Co-director, Early Years
Dr Kathy Ring, consultant
Outdoors & University of Wales Trinity St David
Peppy Hills, consultant
Liz Elsom, consultant
Louise Jackson, deputy head and e-volunteer, VSO
Early Childhood Understanding the World
Claire Daniels, Physical Education Programme Creator, Professor Chris Pascal, Director, Centre for Research
Football Association in Early Childhood
Caroline Eaton, consultant
Literacy Shannon Ludgate, lecturer, consultant and researcher,
Birmingham City University
Lucy Rodriguez-Leon, UK Literacy Association (UKLA)
and Lecturer in Early Childhood, Open University Barbara Isaacs, Montessori St Nicholas
Kate Irvine, Network Lead Teacher/Specialist Leader Karen Brunyee, STEM Learning
of Education, nursery school
Professor Rosie Flewitt, Manchester Metropolitan
Transitions
University
Tim Hopkins, nursery chain Strategic Development
Lucy Coleman, reception/KS1 teacher
Manager, Academy EY governor
Gareth Curran, preschool development manager
Dr Julie Fisher, consultant
Dr Kate Smith, Canterbury Christ Church University
Professor Aline-Wendy Dunlop, Scottish Coordinator,
Dr Carol Hayes, retired lecturer, author Pedagogies of Educational International Transitions
Project
124 Birth to 5 Matters - Acknowledgements

Quality improvement
Victoria Bamsey, Lecturer in Early Childhood Studies,
University of Plymouth
Preeti Patel, Montessori St Nicholas; Head of
Education – Montessori Centre International
Sally Cave, Headteacher, Guildford Nursery School
and Family Centre
Additional contributions
Professor Tina Bruce
Dr Elizabeth Carruthers
Dr Aline Cole-Albäck
Bernadette Duffy OBE
Dr David Whitebread
Wendy Scott OBE
Maulfry Worthington
What do you like about your

early years setting?
“Lily and Jasper.

(A friend and the
childminder’s dog)
I make biscuits.”
Ivy, 3
Birth to 5 Matters - Acknowledgements 125

Key to understanding the age ranges:
A Unique Child BIRTH - 6

RANGE 1
MONTHS
6 - 12
When referring to the guidance for the MONTHS
Areas of Learning and Development, it is
RANGE 2 12 - 18
important to start with what is observed and MONTHS
understood about the individual child.
A typical progression in development and 18 - 24

RANGE 3
learning has been grouped into broad ranges MONTHS
in the column for A Unique Child. This is
intended to support knowledge of a general
pattern of child development.
RANGE 4
Practitioners can identify a range that most 24 - 36
closely describes the child’s development MONTHS
and learning, and then consider the
suggestions for adults within that range (or
earlier ranges) to plan to support continued
progress.
RANGE 5
The guidance can also help to identify when 36 - 48
children may need additional support, by
MONTHS
referring to the key provided here which
links the ranges to typical age spans.
In summative assessments, comparing best-

fit judgements of ranges with typical age
spans can help identify whether children are
48 - 60
roughly on track, or are progressing more MONTHS
slowly or quickly. This information can be
useful for leaders and managers in planning RANGE 6
for the continual improvement of practice
and provision in the setting. 60 - 71
MONTHS
126 Birth to 5 Matters - Understanding age ranges

Notes
Birth to 5 Matters - Notes 127

An online version of this guidance with links to further resources
and bibliography is available at: www.birthto5matters.org.uk
This publication was funded by:
Published on behalf of the Early Years Coalition by: Early Education, 2 Victoria Square, St Albans, AL1 3TF
T: 01727 884925 E: office@early-education.org.uk
Charity registered in England and Wales no. 313082. Charity registered in Scotland no. SC039472
A company limited by guarantee and registered in England no. 395548.

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Birth to 5 Matters:

Non-statutory guidance for the

From the Early Years Coalition

© Early Education 2021

2 Birth to 5 Matters - Introduction

Foundations of highest quality provision for children 8

Learning and Development 38

Birth to 5 Matters - Introduction 3

He just smiles but when

4 Birth to 5 Matters - Introduction

Early Years Coalition, March 2021

Birth to 5 Matters - Introduction 5

6 Birth to 5 Matters - Introduction

Birth to 5 Matters guidance supports children’s progress

A note on terminology used in Birth to 5 Matters

Birth to 5 Matters - Introduction 7

Every child is a Children learn Children learn and (Recognise the)

Practitioners Positive relationships are Enabling Environments Learning and Development

8 Birth to 5 Matters - Foundations of highest quality provision

Birth to 5 Matters - Foundations of highest quality provision 9

10 Birth to 5 Matters - Foundations of highest quality provision

Birth to 5 Matters - Foundations of highest quality provision 11

12 Birth to 5 Matters - Foundations of highest quality provision

Birth to 5 Matters - Foundations of highest quality provision 13

14 Birth to 5 Matters - Foundations of highest quality provision

“I love O, M, and E (the practitioners in her room).

Birth to 5 Matters - Foundations of highest quality provision 15

16 Birth to 5 Matters - Foundations of highest quality provision

“The toys, the garden, my

Birth to 5 Matters - Foundations of highest quality provision 17

Development is a continuous process which is of other domains. It is important to consider the

hich infl uence develo

18 Birth to 5 Matters - A Unique Child

Birth to 5 Matters - A Unique Child 19

20 Birth to 5 Matters - A Unique Child

Birth to 5 Matters - A Unique Child 21

22 Birth to 5 Matters - A Unique Child

“Playing in the writing area,

Imaginative play is powerful in helping children to

Birth to 5 Matters - A Unique Child 23

24 Birth to 5 Matters - A Unique Child

me and having a hug when it’s

Birth to 5 Matters - A Unique Child 25

26 Birth to 5 Matters - A Unique Child

Birth to 5 Matters - A Unique Child 27

28 Birth to 5 Matters - Positive Relationships

Birth to 5 Matters - Positive Relationships 29

30 Birth to 5 Matters - Positive Relationships

“I like nursery and the thing that Zoey

Children benefit most when their key person has

Birth to 5 Matters - Positive Relationships 31

32 Birth to 5 Matters - Positive Relationships

Birth to 5 Matters - Positive Relationships 33

34 Birth to 5 Matters - Enabling Environments

Birth to 5 Matters - Enabling Environments 35

36 Birth to 5 Matters - Enabling Environments

“I like playing. My nursery

Early years settings can be communities for social

Birth to 5 Matters - Enabling Environments 37

38 Birth to 5 Matters - Learning and Development

dressing • Offer continuity and consistency for babies by the

other children response. • Plan routine care events to support the

• Notice and appreciate young children’s efforts not just their

•R esponds to the feelings of others, showing when necessary.