PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT



DEVELOPMENT POINTS

|PHYSICAL DEVELOPMENT |

|MOVEMENT AND SPACE |HEALTH AND BODILY AWARENESS |USING EQUIPMENT AND MATERIALS |

|Make movements with arms and legs which gradually become more |Thrive when their nutritional needs are met. |Watch and explore hands and feet. |

|controlled. |Respond to and thrive on warm, sensitive physical contact and care. |Reach out for, touch and begin to hold objects. |

|Use movement and sensory exploration to link up with their new |Need to rest and sleep, as well as food. |Imitate and improvise actions they have observed, such as |

|immediate environment. |Focus on what they want as they begin to crawl, pull to stand, creep, |clapping and waving. |

|Make strong and purposeful movements, often moving from the position |shuffle, walk or climb. |Become absorbed in putting objects in and out of containers. |

|in which they are placed. |Show some awareness of bladder and bowel urges. |Enjoy the sensory experience of making marks in damp sand, |

|Use their increasing mobility to connect with toys, objects and |Develop their own likes and dislikes in food, drink and activity. |paste or paint. This is particularly important for babies who|

|people. |Practice and develop what they can do. |have visual impairment. |

|Show delight in the freedom and changing perspectives that standing |Communicate their needs for things such as food, drinks and when they |Use tools and materials for particular purposes. |

|or beginning to walk brings. |are uncomfortable. |Begin to make, and manipulate, objects and tools. |

|Have a biological drive to use their bodies and develop their |Show emerging autonomy in self care. |Put together a sequence of actions. |

|physical skills |10.Show awareness of own needs with regard to eating, |Use one-handed tools and equipment. |

|Express themselves through action and sound. |sleeping and hygiene. |Show increasing control over clothing and Balance blocks to |

|Are excited by their own increasing mobility and often set their own |11. Often need adult support to meet those needs. |create simple structures. |

|challenges. |12. Show awareness of a range of healthy practices with |Show increasing control in holding and using hammers, books, |

|Gradually gain control of their whole bodies and are becoming aware |regard to eating, sleeping and hygiene. |beaters and mark making tools. |

|of how to negotiate the space and objects around them. |13. Observe the effects of activity on their bodies. |Engage in activities requiring hand-eye coordination. |

|Move spontaneously within available space. |14. Show some understanding that good practices with regard |fastenings. |

|Respond to rhythm, music and story by means of gesture and movement. |to exercise, eating, sleeping and hygiene can contribute to |Show increasing control in equipment for climbing, scrambling,|

|Are able to stop. |good health. |sliding and swimming. |

|Manage body to create intended movements. |15. Recognise the importance of keeping healthy, and |Demonstrate increasing skill and control in the use of |

|Combine and repeat a range of movements. |those things which can contribute to this. |mark-making implements, blocks, construction sets and small |

|Move freely with pleasure and confidence in a range of ways such as |16. Recognise the changes that happen to their bodies |world activities. |

|slithering, shuffling, rolling, crawling, walking, running, jumping, |when they are active. |Understand that equipment and tools have to be used safely. |

|skipping, sliding and hopping. | |Explore malleable materials by patting, stroking, poking, |

|Use movement to express feelings. | |squeezing, pinching and twisting them. |

|Negotiate space successfully when playing racing and chasing games | |Use increasing control over an object, such as a ball, by |

|with other children, adjusting speed or changing direction to avoid | |touching, pushing, patting, throwing, catching or kicking it. |

|obstacles. | |Manipulate materials to achieve a planned effect. |

|Sit up, stand up and balance on various parts of the body. | |Use simple tools to effect changes to the materials. |

|Demonstrate the control necessary to hold a shape or fixed position. | |Show understanding of how to transport and store equipment |

| | |safely. |

|Operate equipment by means of pushing and pulling movements. | |Practise some appropriate safety measures without direct |

|Mount stairs, steps or climbing equipment using alternate feet. | |supervision. |

|Negotiate an appropriate pathway when walking, running or using a | |Use a range of small and large equipment. |

|wheelchair or other mobility aids, both indoors and outdoors. | |Handle tools, objects, construction and malleable materials |

|Judge body space in relation to space available when fitting into | |safely and with basic control. |

|confined spaces or negotiating openings and boundaries. | | |

|Show respect for other children’s personal space when playing among | | |

|them. | | |

|Persevere in repeating some actions or attempts when developing a new| | |

|skill. | | |

|Collaborate in devising and sharing tasks, including those which | | |

|involve accepting rules. | | |

|Go backwards and sideways as well as forwards. | | |

|Experiment with different ways of moving. | | |

|Initiate new combinations of movement and gesture in order to express| | |

|and respond to feelings, ideas and experiences. | | |

|Jump off an object and land appropriately. | | |

|Show an understanding of the need for safety when tackling new | | |

|challenges. | | |

|Avoid dangerous places and equipment. | | |

|Construct with large materials such as cartons, fabric and planks. | | |

|Move with confidence, imagination and in safety. | | |

|Move with control and coordination | | |

|Travel around, under, over and through balancing and climbing | | |

|equipment | | |

|Show awareness of space, of themselves and of others. | | |

DEVELOPMENT POINTS

|CREATIVE DEVELOPMENT |

|BEING CREATIVE – RESPONDING TO EXPERIENCES, |EXPLORING MEDIA AND MATERIALS |CREATING MUSIC AND DANCE |DEVELOPING IMAGINATION AND IMAGINATIVE PLAY |

|EXPRESSING AND COMMUNICATING IDEAS | | | |

|Use movement and sensory exploration to connect |Discover mark-making by chance, noticing, for |Respond to a range of familiar sounds, for |Smile with pleasure at recognizable playthings. |

|with their immediate environment. |instance, that trailing a finger through split |example, turning to a sound source such as a |Enjoy making noises or movements spontaneously. |

|Respond to what they see, hear, smell, touch and |juice changes it. |voice. |Pretend that one object represents another, |

|feel. |Explore and experiment with a range of media using|Move their whole bodies to sounds they enjoy, such|especially when objects have characteristics in |

|Express themselves through physical action and |whole body. |as music or a regular beat. |common. |

|sound. |Create and experiment with blocks, colour and |Begin to move to music, listen to or join in |Begin to make-believe by pretending. |

|Explore by repeating patterns of play. |marks. |rhymes or songs. |Notice what adults do, imitating what is observed |

|Seek to make sense of what they see, hear, touch |Begin to combine movement, materials media or |Join in singing favourite songs. |and then doing it spontaneously when the adult is |

|and feel. |marks. |Create sounds by banging, shaking, tapping or |not there. |

|Begin to use representation as a form of |Begin to be interested in and describe the texture|blowing. |Use available resources to create props to support|

|communication. |of things. |Show an interest in the way musical instruments |role-play. |

|Use language and other forms of communication to |Explore colour and begin to differentiate between |sound. |Develop a repertoire of actions by putting a |

|share the things they create, or to indicate |colours. |Enjoy and joining in with dancing and ring games. |sequence of movements together. |

|personal satisfaction or frustration. |Differentiate marks and movements on paper. |Sing a few familiar songs. |Engage in imaginative play and role-play based on |

|Explore and experience using a range of senses and|Use their bodies to explore texture and space. |Sing to themselves and make up simple songs. |own first hand experiences. |

|movement. |Understand that they can use lines to enclose a |Tap out simple repeated rhythms and make some up. |Introduce a storyline or narrative into their |

|Capture experiences and responses with music, |space, and then begin to use these shapes to |Explore and learn how sounds can be changed. |play. |

|dance, paint and other material or words. |represent objects. |Imitate and create movement in response to music. |Play alongside other children who are engaged in |

|Develop preferences for forms of expression. |Create 3D structures. |Begin to build a repertoire of songs and dances. |the same theme. |

|Talk about personal intentions, describing what |Begin to construct, stacking blocks vertically and|Explore the different sounds of instruments. |Play cooperatively as part of a group to act out a|

|they were trying to do. |horizontally, making enclosures and creating |Begin to move rhythmically. |narrative. |

|Respond to comments and questions, entering into |spaces. |Recognise and explore how sounds can be changed, |Use their imagination in art and design, music, |

|dialogue about their creations. |Explore what happens when they mix colours. |sing simple songs from memory, recognise repeated |dance, imaginative and role-play and stories. |

|Make comparisons and create new connections. |Choose particular colours to use for a purpose. |sounds and sound patterns and match movements to | |

|Respond in a variety of ways to what they see, |Understand that different media can be combined to|music. | |

|hear, smell, touch and feel. |create new effects. | | |

|Express and communicate their ideas, thoughts and |Experiment to create different textures. | | |

|feelings by using a widening range of materials, |Create constructions, collages, painting and | | |

|suitable tools, imaginative and role-play, |drawings. | | |

|movement, designing and making, and a variety of |Use ideas involving fitting, overlapping, in, out,| | |

|songs and musical instruments. |enclosure, grids and sun-like shapes. | | |

| |Work creatively on a large or small scale. | | |

| |19. Explore, colour, texture, shape, | | |

| |form and space in two or three | | |

| |dimensions. | | |

DEVELOPMENT POINTS

|KNOWLEDGE AND UNDERSTANDING OF THE WORLD |

|EXPLORATION AND INVESTIGATION |DESIGNING AND MAKING |ICT |TIME |PLACE |COMMUNITIES |

|Use movement and senses to focus |Explore objects and materials |Show interest in toys and |Anticipate repeated sounds, |Explore the space around them | Concentrate intently on faces |

|on, reach for and handle objects.|with hands and mouth. |resources that incorporate |sights and actions. |through movements of hands and |and enjoy interaction. |

|Learn by observation about |Show curiosity and interest in |technology. |Get to know and enjoy daily |feet by rolling. |Form attachments to special |

|actions and their effects. |things that are built up and fall|Explore things with interest and |routines, such as getting-up |Love to be outdoors and closely |people. |

|As they pull to stand and become |down, and that open and close. |sometimes press parts or lift |time, mealtimes, nappy time and |observe what animals, people and |Recognise special people, such as|

|more mobile, the scope of babies’|Are interested in pushing and |flaps to achieve effects such as |bedtime. |vehicles do. |family, friends or their key |

|investigations widens. |pulling things, and begin to |sounds, movements or new images. |Associate a sequence of actions |Are curious about the |person. |

|Sometimes focus their enquiries |build structures. |Show interest in toys with |with daily routines. |environment. |Show interest in social life |

|on particular features or |Are curious and interested in |buttons and flaps and simple |Begin to understand that things |Enjoy playing with small-world |around them. |

|processes. |making things happen. |mechanisms and begin to learn to |might happen ‘now’. |models such as a farm, a garage |Are curious about people and show|

|Explore, play and seek meaning in|Investigate various construction |operate them. |Recognise some special times in |or a train track. |interest in stories about |

|their experiences. |materials. |Show an interest in ICT. |their lives and the lives of |Show an interest in the world in |themselves and their family. |

|Use others as sources of |Realise tools can be used for a |Seek to acquire basic skills in |others. |which they live. |Enjoy stories about themselves, |

|information and learning. |purpose. |turning on and operating some ICT|Understand some talk about |Comment and ask questions about |their families and other people. |

|Show an interest in why things |Join construction pieces together|equipment. |immediate past and future, for |where they live and the natural |Like to play alongside other |

|happen. |to build and balance. |Know how to operate simple |example, ‘before’, ‘later’ or |world. |children. |

|Show curiosity and interest in |Begin to try out a range of tools|equipment. |‘soon’. |Notice the differences between |Are interested in others and |

|the features of objects and |and techniques safely. |Complete a simple program on a |Anticipate specific time-based |features of the local |their families. |

|living things. |Construct with a purpose in mind,|computer. |events such as mealtimes or home |environment. |Have a sense of own intermediate |

|Describe and talk about what they|using a variety of resources. |Use ICT to perform simple |time. |Observe, find out about and |family and relations. |

|see. |Use simple tools and techniques |functions, such as selecting a |Remember and talk about |identify features in the place |Begin to have their own friends. |

|Show curiosity about why things |competently and appropriately. |channel on the TV remote control.|significant events in their own |they live and the natural world. |Express feelings about a |

|happen and how things work. |Build and construct with a wide |Use a mouse and keyboard to |experience. |Find out about their environment,|significant personal event. |

|Show understanding of |range of objects, selecting |interact with age-appropriate |Show interest in the lives of |and talk about those features |Describe significant events for |

|cause/effect relations. |appropriate resources and |computer software. |people who are familiar to them. |they like and dislike. |family or friends. |

|Notice and comment on patterns. |adapting their work where |Find out about and identify the |Talk about past and future | |Enjoy imaginative and role-play |

|Show an awareness of change. |necessary. |uses of everyday technology and |events. | |with peers. |

|Explain own knowledge and |Select the tools and techniques |use information and communication|Develop an understanding of | |Show interest in different |

|understanding, and ask |they need to shape, assemble and |technology and programmable toys |growth, decay and changes over | |occupations and ways of life. |

|appropriate questions of others. |join materials they are using. |to support their learning. |time. | |Gain an awareness of the cultures|

|Investigate objects and materials| | |Begin to differentiate between | |and beliefs of others. |

|by using all of their senses as | | |past and present. | |Feel a sense of belonging to own |

|appropriate. | | |Use time-related words in | |community and place. |

|Find out about, and identify, | | |conversation. | |Begin to know about their own |

|some features of living things, | | |Understand about the seasons of | |cultures and beliefs and those of|

|objects and events they observe. | | |the year and their regularity. | |other people. |

|Look closely at similarities, | | |Make short-term future plans. | | |

|differences, patterns and change.| | |Find out about past and present | | |

|Ask questions about why things | | |events in their own lives, and in| | |

|happen and how things work. | | |those of their families and other| | |

| | | |people they know. | | |

DEVELOPMENT POINTS

|COMMUNICATION, LANGUAGE AND LITERACY |

|LANGUAGE FOR COMMUNICATION |LANGUAGE FOR THINKING |LINKING SOUNDS AND LETTERS|READING |WRITING |HANDWRITING |

|Communicate in a variety of ways including crying, gurgling, |Are intrigued by novelty and |Listen to, distinguish and|Listen to familiar sounds, words,|Move arms and legs and |Play with own fingers |

|babbling and squealing. |events and actions around them.|respond to intonations and|or finger plays. |increasingly use them to|and toes and focus on |

|Make sounds with their voices in social interaction. |Understand simple meanings |the sounds of voices. |Respond to words and interactive |reach for, grasp and |objects around them. |

|Take pleasure in making and listening to a wide variety of |conveyed in speech. |Enjoy babbling and |rhymes, such as ‘Clap Hands’. |manipulate things. |Begin to bring together|

|sounds. |Respond to the different things|increasingly experiment |Show interest in stories, songs |Begin to make marks. |hand and eye movements |

|Create personal words as they begin to develop language. |said to them when in a familiar|with using sounds and |and rhymes. |Examine the marks they |to fix on and make |

|Use single-word and two-word utterances to convey simple and |context with a special person. |words to represent objects|Have some favourite stories, |and others make. |contact with objects. |

|more complex messages. |Are able to respond to simple |around them. |rhymes, songs, poems or jingles. |Distinguish between the |Make random marks with |

|Understand simple sentences. |requests and grasp meaning from|Listen to and enjoy |Listen to and join in with |different marks they |their fingers and some |

|Learn new words very rapidly and are able to use them in |context. |rhythmic patterns in |stories and poems, one-to-one and|make. |tools. |

|communicating about matters which interest them. |Use action, sometimes with |rhymes and stories. |also in small groups. |Sometimes give meaning |Begin to show some |

|Use simple statements and questions often linked to gestures. |limited talk, that is largely |Distinguish one sound from|Begin to be aware of the way |to marks as they draw |control in their use of|

|Use intonation, rhythm and phrasing to make their meaning |concerned with the ‘here and |another. |stories are structured. |and paint. |tools and equipment. |

|clear to others. |now’. |Show interest in play with|Suggest how the story might end. |Ascribe meanings to |Use one-handed tools |

|Join in with repeated refrains and anticipated key events and |Use language as a powerful |sounds, songs and rhymes. |Show interest in illustrations |marks that they see in |and equipment. |

|phrases in rhymes and stories. |means of widening contacts, |Repeat words or phrases |and print in books and print in |different places. |Draw lines and circles |

|Listen to stories with increasing attention and recall. |shared feelings, experiences |from familiar stories. |the environment. |Begin to break the flow |using gross motor |

|Describe main story settings, events and principle characters.|and thoughts. |Enjoy rhyming and rhythmic|Handle books carefully. |of speech into words. |movements. |

|Listen to others in one-to-one or small groups when |Talk activities through, |activities. |Know that information can be |Use writing as a means |Manipulate objects with|

|conversation interests them. |reflecting on and modifying |Show awareness of rhyme |relayed in the form of print. |of recording and |increasing control. |

|Respond to simple instructions. |what they are doing. |and alliteration. |Hold books the correct way up and|communicating. |Begin to use |

|Question why things happen and give explanations. |Use talk to give new meanings |Recognise rhythm in spoken|turn pages. |Use their phonic |anticlockwise movement |

|Use vocabulary focused on objects and people that are of |to objects and actions, |words. |Understand the concept of a word.|knowledge to write |and retrace vertical |

|particular importance to them. |treating them as symbols for |Continue a rhyming string.|Enjoy an increasing range of |simple regular words and|lines. |

|Begin to experiment with language describing possession. |other things. |Hear and say the initial |books. |make phonetically |Begin to form |

|Build up vocabulary that reflects the breadth of their |Use talk to connect ideas, |sound in words and know |Know that information can be |plausible attempts at |recognizable letters. |

|experiences. |explain what is happening and |which letters represent |retrieved from books and |more complex words. |Use a pencil and hold |

|Begin to use more complex sentences. |anticipate what might happen |some of the sounds. |computers. |Attempt writing for |it effectively to form |

|Use a widening range of words to express or elaborate on |next. |Hear and say sounds in |Explore and experiment with |different purposes, |recognisable letters, |

|ideas. |Use talk, actions and objects |words in the order in |sounds, words and texts. |using features of |most of which are |

|Have confidence to speak to others about their own wants and |to recall and relive past |which they occur. |Retell narratives in the correct |different forms such as |correctly formed. |

|interests. |experiences. |Link sounds to letters, |sequence, drawing on language |lists, stories and | |

|Use talk to gain attention and sometimes use action rather |Begin to use talk instead of |naming and sounding the |patterns of stories. |instructions. | |

|than talk to demonstrate or explain to others. |action to rehearse, reorder and|letters of the alphabet. |Read a range of familiar and |Write their own names | |

|Initiate conversation, attend to and take account of what |reflect on past experience and |Use their phonic knowledge|common words and simple sentence |and other things such as| |

|others say. |from stories, paying attention |to write simple regular |independently. |labels and captions, and| |

|Extend vocabulary, especially by grouping and naming. |to how events lead into one |words and make |Know that print carries meaning |begin to form simple | |

|Use vocabulary and forms of speech that are increasingly |another. |phonetically plausible |and, in English, is read from |sentences, sometimes | |

|influenced by their experience of books. |Begin to make patterns in their|attempts at more complex |left to right and top to bottom. |using punctuation. | |

|Link statements and stick to a main theme or intention. |experience through linking |words. |Show an understanding of the | | |

|Consistently develop a simple story, explanation or line of |cause and effect, sequencing, | |elements of stories, such as main| | |

|questioning. |ordering and grouping. | |character, sequence of events and| | |

|Use language for an increasing range of purposes. |Begin to use talk to pretend | |openings, and how information can| | |

|Use simple grammatical structures. |imaginary situations. | |be found in non-fiction texts to | | |

|Interact with others, negotiating plans and activities and |Use language to imagine and | |answer questions about where, | | |

|taking turns in conversation. |recreate roles and experiences.| |who, why and how. | | |

|Enjoy listening to and using spoken and written language, and |Use talk to organise, sequence | | | | |

|readily turn to it in their play and writing. |and clarify thinking, ideas, | | | | |

|Sustain attentive listening responding to what they have heard|feelings and events. | | | | |

|with relevant comments, questions or actions. | | | | | |

|Listen with enjoyment, and respond to stories, songs and other| | | | | |

|music, rhymes and poems and make up their own stories, songs, | | | | | |

|rhymes and poems. | | | | | |

|Extend their vocabulary, exploring the meanings and sounds of | | | | | |

|new words. | | | | | |

|Speak clearly and audibly with confidence and control and show| | | | | |

|awareness of the listener. | | | | | |

DEVELOPMENT POINTS

|PROBLEM SOLVING, REASONING AND NUMERACY |

|NUMBERS AS LABELS FOR COUNTING |CALCULATING |SHAPE, SPACE AND MEASURES |

|Respond to people and objects in their environment. |Are logical thinkers from birth. |Develop an awareness of shape, form and texture as they |

|Notice changes in groupings of objects, images or sounds. |Have some understanding that things exist, even when out of sight. |encounter people and things in their environment. |

|Develop an awareness of number names through their enjoyment of |Are alert to and investigate things that challenge their |Find out what toys are like and can do through handling objects.|

|action rhymes and songs that relate to their experience of numbers. |expectations. |Recognise big things and small things in meaningful contexts. |

|Enjoy finding their nose, eyes or tummy as part of naming games. |Are learning to classify by organising and arranging toys with |Attempt, sometimes successfully, to fit shapes into spaces on |

|Say some counting words randomly. |increasing intent. |inset boards or jigsaw puzzles. |

|Distinguish between quantities, recognising that a group of objects |Categorise objects according to their properties. |Use blocks to create their own simple structures and |

|is more than one. |Begin to make comparisons between quantities. |arrangements. |

|Gain an awareness of one-to-one correspondence through categorising |Know that a group of things changes in quantity when something is |Enjoy filling and emptying containers. |

|belongings, starting with ‘mine’ or ‘Mummy’s’. |added or taken away. |Notice simple shapes and patterns in pictures. |

|Have some understanding of 1 and 2, especially when the number is |Compare two groups of objects, saying when they have the same |Begin to categorise objects according to properties such as |

|important for them. |number. |shape and size. |

|Create and experiment with symbols and marks. |Show an interest in number problems. |Are beginning to understand variations in size. |

|Use some number language, such as ‘more’ and ‘a lot’. |Separate a group of three or four objects in different ways, |Show an interest in shape and space by playing with shapes or |

|Recite some number names in sequence. |beginning to recognise that the total is still the same. |making arrangements with objects. |

|Use some umber names and number language spontaneously. |Find the total number of items in two groups by counting all of |Show awareness of similarities in shapes in the environment. |

|Show curiosity about numbers by offering comments or asking |them. |Observe and use positional language. |

|questions. |Use own methods to work through a problem. |Are beginning to understand ‘bigger then’ and ‘enough’. |

|Use some number names accurately in play. |Say the number that is one more than a given number. |Show interest in shapes by sustained construction activity or by|

|Sometimes match number and quantity correctly. |Select two groups of objects to make a total of given objects. |talking about shapes or arrangements. |

|Recognise groups with one, two or three objects. |Count repeated groups of the same size. |Use shapes appropriately for tasks. |

|Recognise some numerals of personal significance. |Share objects into equal groups and count how many in each group. |Begin to talk about the shapes of everyday objects. |

|Count up to three or four objects by saying one number name for each |In practical activities and discussion, begin to use the vocabulary |Show curiosity about and observation of shapes by talking about |

|item. |involved in adding and subtracting. |how they are the same or different. |

|Count up to six objects from a larger group. |Use language such as ‘more’ or ‘less’ to compare two numbers. |Match some shape by recognising similarities and orientation. |

|Count actions or objects that cannot be moved. |Find one more or one less than a number from one to ten. |Begin to use mathematical names for ‘solid’ 3D shapes and ‘flat’|

|Begin to count beyond 10. |Begin to relate addition to combining two groups of objects and |2D shapes, and mathematical terms to describe shapes. |

|Begin to represent numbers using fingers, marks on paper or pictures.|subtraction to ‘taking away’. |Select a particular named shape. |

|Select the correct numeral to represent 1 to 5, then 1 to 9 objects. | |Show an awareness of symmetry. |

|Recognise numerals 1 to 5. | |Find items from positional or directional cues. |

|Count an irregular arrangement of up to ten objects. | |Order two or three items by length or height. |

|Estimate how many objects they can see and check by counting them. | |Order two items by weight or capacity. |

|Count aloud in ones, twos, fives or tens. | |Match sets of objects to numerals that represent the number of |

|Know that numbers identify how many objects are in a set. | |objects. |

|Use ordinal numbers in different contexts. | |Sort familiar objects to identify their similarities and |

|Match then compare the number of objects in two sets. | |differences, making choices and justifying decisions. |

|Say and use number names in order in familiar contexts. | |Describe solutions to practical problems, drawing on experience,|

|Count reliably up to ten everyday objects. | |talking about own ideas, methods and choices. |

|Recognise numerals 1 to 9. | |Use familiar objects and common shapes to create and recreate |

|Use developing mathematical ideas and methods to solve practical | |patterns and build models. |

|problems. | |Use everyday language related to time; order and sequence |

| | |familiar events, and measure short periods of time with a |

| | |non-standard unit, for example, with a sand timer. |

| | |Count how many objects share a particular property, presenting |

| | |results using pictures, drawings or numerals. |

| | |Use language such as ‘greater’, ‘smaller’, heavier’, or |

| | |‘lighter’ to compare quantities. |

| | |Talk about, recognise and recreate simple patterns. |

| | |Use language such as ‘circle’ or ‘bigger’ to describe the shape |

| | |and size of solids and flat shapes. |

| | |Use everyday words to describe position. |

| | |Use developing mathematical ideas and methods to solve practical|

| | |problems. |

DEVELOPMENT POINTS

|PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT |

|DISPOSITIONS AND ATTITUDES |SELF-CONFIDENCE AND SELF-ESTEEM |MAKING RELATIONSHIPS |BEHAVIOUR AND |SELF-CARE |SENSE OF COMMUNITY |

| | | |SELF-CONTROL | | |

|Develop an understanding and |Seek to be looked at and approved of. |Enjoy the company of others and |Are usually soothed by |Anticipate food routines with |Respond to differences in their |

|awareness of themselves. |Find comfort in touch and in the human |are sociable from birth. |warm and consistent |interest. |environment, for example, showing |

|Learn that they have influence |face. |Depend on close attachments with |responses from familiar |Express discomfort, hunger or |excitement or interest. |

|on and are influenced by others.|Thrive when their emotional needs are |a special person within their |adults. |thirst. |Learn that special people are a |

|Learn that experiences can be |met. |setting. |Begin to adapt to |Begin to indicate own needs, for |source of sustenance, comfort and |

|shared. |Gain physical, psychological and |Learn by interacting with others |caregiving routines. |example, by pointing. |support. |

|Become aware of themselves as |emotional comfort from ‘snuggling in’. |Seek to gain attention in a |Respond to a small number |May like to use a comfort object. |Learn that their voice and actions|

|separate from others. |Feel safe and secure within healthy |variety of ways, drawing others |of boundaries, with |Show a desire to help with dress |have effects on others. |

|Discover more about what they |relationships with key people. |into social interaction. |encouragement and support.|and hygiene routines. |Learn that they have similarities |

|like and dislike. |Sustain healthy emotional attachments |Use their developing physical |Begin to learn that some |Communicate preferences. |and differences that connect them |

|Have a strong exploratory |through familiar, trusting, safe and |skills to make social contact. |things are theirs, some |Seek to do things for themselves, |to, and distinguish them from, |

|impulse. |secure relationships. |Build relationships with special |things are shared, and |knowing that an adult is close by, |others. |

|Explore the environment with |Express their feelings within warm, |people. |some things belong to |ready to support and help if |Show a strong sense of self as a |

|interest. |mutual, affirmative relationships. |Look to others for responses |other people. |needed. |member of different communities, |

|Learn that they are special |Make choices that involve challenge, |which confirm, contribute to, or |Are aware that some |Become more aware that choices have|such as their family or setting. |

|through the responses of adults |when adults ensure their safety. |challenge their understanding of |actions can hurt or harm |consequences. |Show affection and concern for |

|to individual differences and |Explore from the security of a close |themselves. |others. |Take pleasure in personal hygiene |special people. |

|similarities. |relationship with a caring and |Can be caring towards each other.|Begin to accept the needs |including toileting. |Make connections between different|

|Develop a curiosity about things|responsive adult. |Learn social skills, and enjoy |of others, with support. |Show willingness to tackle problems|parts of their life experience. |

|and processes. |Develop confidence in their own |being with and talking to adults |Show care and concern for |and enjoy self-chosen challenges. |Have an awareness of, and an |

|Take a pleasure in learning new |abilities. |and other children. |others, for living things |Demonstrate a sense of pride in own|interest in, cultural or religious|

|skills. |Begin to be assertive and self-assured |Seek out others to share |and the environment. |achievement. |differences. |

|Show their particular |when others have realistic expectations|experiences. |Show confidence and the |Take initiatives and manage |Have a positive self-image, and |

|characteristics, preferences and|of their competence. |Respond to the feelings and |ability to stand up for |developmentally appropriate tasks. |show that they are comfortable |

|interests. |Begin to recognise danger and know who |wishes of others. |own rights. |Operate independently within the |with themselves. |

|Begin to develop self-confidence|to turn to for help. |Feel safe and secure, and show a |Have an awareness of the |environment and show confidence in |Enjoy joining in with family |

|and a belief in themselves. |Feel pride in their own achievements. |sense of trust. |boundaries set, and of |linking up with others for support |customs and routines. |

|Seek and delight in new |Show increasing confidence in new |Form friendships with other |behavioural expectations |and guidance. |Understand that people have |

|experiences. |situations. |children. |in the setting. |Appreciate the need for hygiene. |different needs, views, cultures |

|Have a positive approach to |Talk freely about their home and |Demonstrate flexibility and adapt|10.Understand what is |Dress and undress independently and|and beliefs, that need to be |

|activities and events. |community. |their behaviour to different |right, what is wrong, |manage their own personal hygiene. |treated with respect. |

|Show confidence in linking up |Take pleasure in gaining more complex |events, social situations and |and why. |Select and use activities and |Understand that they can expect |

|with others for support and |skills. |changes in routine. |11.Consider the |resources independently. |others to treat their needs, |

|guidance. |Have a sense of personal identity. |Value and contribute to own |consequences of their | |views, cultures and beliefs with |

|Show increasing independence in |Express needs and feelings in |well-being and self-control. |words and actions for | |respect. |

|selecting and carrying out |appropriate ways. |16.Form good relationships |themselves and | | |

|activities. |Have an awareness and pride in self as |with adults and peers. |others. | | |

|Display high levels of |having own identity and abilities. |17.Work as part of a group | | | |

|involvement in activities. |Respond to significant experiences, |or class, taking turns and | | | |

|Persist for extended periods of |showing a range of feelings when |sharing fairly, | | | |

|time at an activity of their |appropriate. |understanding that there | | | |

|choosing. |Have a developing awareness of their |need to be agreed values | | | |

|Continue to be interested, |own needs, views and feelings, and be |and codes of behaviour | | | |

|excited and motivated to learn. |sensitive to the needs, views and |for groups of people, | | | |

|Be confident to try new |feelings of others. |including adults and | | | |

|activities, initiate ideas and |Have a developing respect for their own|children, to work together | | | |

|speak in a familiar group. |cultures and beliefs and those of other|harmoniously. | | | |

|21. Maintain attention, |people. | | | | |

|concentrate, and sit | | | | | |

|quietly when appropriate. | | | | | |

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