Enjoy the company of others and are sociable from birth.
Depend on close attachments with a special person within their setting.
Learn by interacting with others.
Cries to express needs, for example, when hungry, angry or in pain.
Responds to calming input, for example, patting, rocking, wrapping and cuddling.
Stops crying when picked up.
Sucks on hands, clothes, or pacifier to calm self.
Recognises and is most responsive to prime carer's voice, for example, may become more vocal, active or make more eye contact.
Looks intently at faces nearby and later watches speaker's face carefully.
Begins to hold eye contact with you.
Turns eyes and or head towards voice.
Maintains eye contact during interactions with a familiar person or smiles and makes sound in response to eye contact.
Gazes a long time at your face, especially when feeding.
Smiles in response to touch or sound.
Smiles or quietens to familiar voice or face.
Smiles at interesting objects.
Shows emotional responses to other people's emotions, for example, smiles when smiled at and becomes distressed if hears another child crying.
Smiles at another person.
Smiles more often to familiar rather than unfamiliar people.
Responds when talked to, for example, moves arms and legs, changes facial expression, moves body and makes mouth movements.
Makes own sounds when talked to, especially to parent and when a smiling face is used.
Makes special sounds to get attention.
Copies facial expressions and mouth shapes, for example, sticking out tongue, opening mouth and widening eyes.
Produces and copies non-speech sounds such as coos, raspberries, effort grunts, shrieks and squeals.
Shows anger if physically restrained, for example, cries when held still for injection or medication.
Laughs and squeals to express pleasure when happy or excited.
Shows distress at being left alone.
Shows pleasure at return of parent or familiar carer.
Likes cuddles and being held: calms, snuggles in, smiles, gazes at carer's face or strokes carer's skin.
Responds to facial expressions of happiness and sadness in others, for example, smiles if adult smiles or frowns if adult frowns.
The sounds and facial expressions young babies make in response to affectionate attention from their parent or key person.
Ways in which young babies respond to, or mimic, their key person's facial expressions or movements.
How young babies' behaviour changes in response to what other people do or say.
The way in which young babies cry to attract attention when they are hungry, angry or in pain.
How babies respond to being calmed.
The circumstances in which young babies look at other people's faces.
How patterns of looking and eye contact change over time and how long babies maintain eye contact with adults.
Occasions when babies gaze at adults and how they do so.
How young babies respond when you pick them up and cuddle them.
What makes babies smile or laugh.
How young babies react if they are left on their own.
Occasions that babies begin to enjoy and participate in interactive games such as peek-a-boo.
Ensure that the key person is available to greet a young baby at the beginning of the session, and to hand them over to parents at the end of a session, so that the young baby is supported appropriately and communication with parents is maintained.
Engage in playful interactions that encourage young babies to respond to, or mimic, adults.
Ensure all staff have detailed information about the home language experiences of all children.
When you talk to babies, make sure you are face to face.
It's important to share quiet moments together. Babies enjoy the intimacy of being close and looking at each other. They are learning about people and themselves as they do so.
Comment when babies move or make sounds, for example, when a baby burps, say "Do you feel better now?".
Touch is very important. Stroking, tickling and cuddles all help babies to become aware of you and enjoy being with you and listening to you.
Keep close and encourage babies to feel or look at your face. Let them feel your lips when you're talking or making play noises. Young babies find faces very interesting.
Copy the sounds, mouth movements and facial expressions that babies use. Sometimes they'll start to copy you too.
Copy any sounds and gestures babies make while they're watching you.
Watch out for how babies show frustration or discomfort and for how this changes once they're comforted or satisfied. When babies cry, lift them up and reassure them.
Rock babies rhythmically to songs and music.
Watch out for how babies show that they've had enough and want to stop interaction. They may start to cry, stiffen, lean away from you or close their eyes and mouth. Give the two of you a break – they will show you when they're ready to play again.
Call a baby's name gently as you approach them and say "Up you come!". Wait to see if they can show you that they want to be picked up.
'Mirror' a baby's feelings through your voice intonation, body movement and facial expressions. This shows them that you are 'tuning in' to their moods.
Repeat greetings at the start and end of each session, so that young babies recognise and become familiar with these daily rituals.
Plan to have 'conversations' with young babies.
Share knowledge about languages with staff and parents and make a poster or book of greetings in all languages used within the setting and the community.
8-20 Months
Seek to gain attention in a variety of ways, drawing others into social interaction.
Use their developing physical skills to make social contact.
Build relationships with special people.
Makes use of special people for comfort and security.
Shows stranger anxiety.
Reacts to an audience, for example, repeats any activity or action which is received positively by a smile, or that is laughed at, applauded or cheered.
Shows delight at active play, for example, rough and tumble or tickling.
Laughs with favourite people.
Laughs during games.
Laughs at discrepancies, for example, putting shoe on head.
Laughs in anticipation, for example, waiting for tickle in 'Round and Round the Garden'.
Shows more differentiated feelings and emotions, for example, joy, fear, anger or surprise.
Makes requests.
Makes body stiff and vocalises when protesting.
Becomes distressed if intended action is thwarted, for example, reaches towards an unsafe object which is removed by an adult.
Seeks to repeat enjoyable social activity.
Shows interest in the activities of others and responds differently to children and adults, for example, may be more interested in watching children than adults or may pay more attention when children talk to them.
Simple conversations take place between adult and child mainly focusing on the here and now.
Initiates interaction with other children.
Is aware of others' feelings, for example, looks concerned if hears crying or looks excited if hears a familiar happy voice.
Uses other person to help achieve a goal, for example, get an object out of reach or activate a wind-up toy.
Tuning into the child - In the nursery class, the practitioner supports an individual child in his home language while exploring a till and money. [transcript]
You can watch the video via modem or slow / fast / superfast broadband connections. If you are behind a network firewall, why not click here to view a flash file of the video. You do need to have the flash plugin.
The skills that babies use to make contact, such as making eye contact, inclining their heads, wiggling their toes, smiling, vocalising or banging.
How babies react to an audience.
How babies express a range of emotions.
Babies' responses to other people's feelings, for example, looking concerned if they hear crying or looking excited if they hear a familiar happy voice.
In what circumstances babies become distressed.
How and when babies express awareness or interest in what other people are doing.
Follow the baby's lead by repeating vocalisations, mirroring movements and showing the baby that you are 'listening' fully.
Talk to babies about special people, such as their family members, for example, grandparents.
Watch and respond to any attempt by babies to communicate with you, using voice, facial expression or gesture.
When having a 'conversation', give babies plenty of time to 'reply'.
When you come into a room, call the baby's name and give them time to respond by stopping and listening, turning towards you or vocalising. Reward them with your attention when they respond.
Play 'give and take' games where toys or objects are exchanged – ask babies to pass you objects and then give praise when they do so.
Join in and repeat the games babies 'ask' for.
Try to focus on the same thing as babies and talk about what they're attending to.
Look at children when they're talking to you.
Watch and wait for children to pause and then use the opportunity to comment.
This is the stage when children start to become wary of strangers and anxious if separated from familiar carers. This is a positive sign that children are developing secure relationships with key adults in their lives. Help children to feel secure with a number of adults by giving them the opportunity to be held and cared for by a number of different people.
When you leave, tell a child that you're going out but will be back later and give them a warm greeting and hug when you return.
Wave children's hands for "Bye bye" when someone is leaving the setting and ask the person to wave from a distance as they go out.
At times of transition (such as shift changes) make sure staff greet and say goodbye to babies and their carers. This helps to develop secure and trusting three-way relationships.
16-26 Months
Look to others for responses which confirm, contribute to, or challenge their understanding of themselves.
Can be caring towards each other.
Likes to share pride and pleasure in new accomplishments.
Expresses emotions and seeks reaction, for example, to minor injury.
Cooperates in social activities.
Understands and responds to your requests.
Starts to share and 'give and take'.
Plays alongside other children (parallel play).
Responds to others' pleasure and distress; shows empathy.
Shows signs of jealousy.
Shows autonomy, for example, by defiance.
How children look to others to check the acceptability of their actions.
The different ways in which young children show their concern for other children.
How children express jealousy, defiance, pride and pleasure.
Give your full attention when young children look to you for a response.
Help young children to label emotions such as sadness, or happiness, by talking to them about their own feelings and those of others.
Respond to children's vocalisations or behaviours if they're trying to attract your attention. If you're busy out of sight, say "I can hear you, I'm coming".
Talk about what a child is doing, what they have been doing and will do.
Talk about what other people are doing and later about what people who are not there are doing, for example, "Pippa's at school".
Join in games that children initiate.
Clap, praise and show your pleasure when children do something pleasing.
Enjoy everyday activities together and chat about what you are doing.
Make sure children have opportunities to see other people communicating and having fun together.
If a child shows anxiety when left alone in a room, tell them you can hear them, what you're doing and that you'll be coming back soon. Use your voice to reassure them until you return.
If children hit or push other children or adults, say firmly, "No, that hurts them" and move them on to another activity. Don't make too much of it or they may start doing it to get your attention.
Introduce simple words for feelings and mental states into conversation like 'happy', 'sad', cross', 'hurt' and 'scared'. This helps children start to learn about words that express feelings and about what they are feeling themselves. You might say, for example, "You like playing in the sandpit, don't you? It makes you happy".
If another child in the setting is hurt or upset, talk about how that child is feeling. Help other children to console them by stroking their arm or cuddling them.
Regularly evaluate the way you respond to different children.
Choose books and stories in which characters show empathy for others.
Provide books which represent children's diverse backgrounds and which avoid negative stereotypes. Make photographic books about the children in the setting and encourage parents to contribute to these.
22-36 Months
Learn social skills, and enjoy being with and talking to adults and other children.
Seek out others to share experiences.
Respond to the feelings and wishes of others.
Maintains attachments with special people, for example, shows affection, prefers them for interaction and uses them for comfort and security.
Enjoys conversation with carers.
Engages in play with other children.
Enjoys gaining attention of others and sustaining interaction.
Seeks to comfort others, for example, with hugs or offering toy.
Complies with requests, although may also be stubborn.
Shows understanding of some rules and routines.
May intentionally hurt another person if angry, for example, may hit another child if they take a toy away.
May have a tantrum if frustrated or misunderstood.
Shows embarrassment.
The strategies that children use to join in play with individual children or groups of children.
How children behave when they are the centre of attention.
In what circumstances children have tantrums or express frustration.
Whether children show embarrassment.
Ensure that children have opportunities to join in. Help them to recognise and understand the rules for being together with others, such as waiting for a turn.
Give children opportunities to express choice by offering them a range of games to play.
At the end of the day, talk about the things you did together: "What was the best thing we did?".
Provide many different opportunities for children to play and communicate with one another.
Help children to begin to negotiate with one another using language. For example, if they want to join in a game or if another child has a toy that they want to play with, talk about what they could say. Model the language for them.
In turn-taking games, help children to learn how to wait to take a turn, say "Ready? Wait, it's my turn first" and "Whose turn is it now?".
As children play more often independently, encourage them to come and find you. This helps them to move and explore and lets them know that you're still available, even though you are out of physical contact or sight.
Say "Hello" or "Hi" and "Goodbye" clearly and consistently when you arrive or leave and "Please" and "Thanks" to encourage the children in your setting to do the same.
When children play together in the setting, remember that they can be possessive about their favourite toys. Make sure that there are plenty of 'neutral' toys to hand that can be shared.
Understand that young children may want to be very independent sometimes, but will also be very clingy and need physical reassurance at times, particularly when tired, anxious or needing affection. Be available when children need emotional and physical support.
Talk about the behaviour and intentions of adults and children in the setting so that children get more curious and interested and begin to understand what other people are doing.
Create areas in which children can sit and chat with friends, such as a snug den.
30-50 Months
Feel safe and secure, and show a sense of trust.
Form friendships with other children.
Demonstrate flexibility and adapt their behaviour to different events, social situations and changes in routine.
Enjoys talking about present and recent experiences.
Understands causes of some feelings, for example, feel sad because a toy is broken or feel frustrated because they cannot go outside to play.
Conscious of adult approval or disapproval for own actions, for example, checks to see if adult is looking before being naughty or looks guilty if 'caught in the act'.
Knows own mind and expresses it, for example, objects to having bath, getting dressed or going to bed.
Defends own possessions.
Shows initiative and autonomy in relating with others.
Is curious about others and will modify behaviour to fit in with what others are doing, for example, removing shoes and socks before going on slide after seeing others doing this.
Identifies self with children of same age and sex.
Likes to perform for others.
Ways in which children show that they feel safe and cared for.
Children who like to be with others, and those who need support to join in.
Children's strategies for coping with change.
How adult approval or disapproval affects what children do.
Children's awareness of the feelings other people have, for example, that another child is crying because a toy is broken.
The different ways in which children show they know their own mind and what they want.
The circumstances in which children like to perform for other people.
Establish routines with predictable sequences and events.
Encourage children to choose to play with a variety of friends, so that everybody in the group experiences being included.
Prepare children for changes that may occur in the routine.
At the start of the day, talk to the children about what you're going to do, the people they will see and the places they will visit. Remind them at the end of the day what they have done.
As children's understanding of language increases, begin to tell them about everyday activities in advance. Do this about five minutes before you want them to change activity. Then, when you get to the time, say "Now, it really is time to stop playing. Let's go and have a story".
Establish clear limits and boundaries and stay in control of routines. This gives children predictable routines and a better understanding of your expectations. If children refuse, follow activities which are disliked with activities that they like, as a reward.
During everyday routines, ask children to tell you what happens next in a sequence of activities and what objects or toys you will need to get ready so that they can show you how much they know about the order of events.
Be consistent about using and expecting attempts at saying "Please" and "Thank you" or "Ta".
Provide stability in staffing and in grouping of the children.
Provide time, space and materials for children to collaborate with one another in different ways, for example, building constructions.
Provide a role-play area resourced with materials reflecting children's family lives and communities.
40-60+ Months
Value and contribute to own well-being and self-control.
Form good relationships with adults and peers.
Work as part of a group or class, taking turns and sharing fairly, understanding that there needs to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously.
Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.
Monitors other children's behaviour with a sense of right and wrong.
Generally more cooperative and amenable to rules and routines, has fewer tantrums.
Knows cannot always have what they want when they want it.
Is conscious of and curious about sex differences.
Gets satisfaction from doing things with other children and adults.
Joins in imaginative play, for example, in the home corner.
More confident in new social situations, for example, playgroup, but may be anxious at first.
Children's acceptance that they may need to wait for something, or to share things.
Children's relationships with other children and with adults.
Examples of children cooperating with other children or with an adult.
How children show you they understand that they cannot always have what they want, when they want it.
How children react to new social situations.
Children's understanding that their own actions affect other people.
Support children in linking openly and confidently with others, for example, to seek help or check information.
Ensure that children and adults make opportunities to listen to each other and explain their actions.
Be aware of and respond to particular needs of children who are learning English as an additional language.
Explaining the rules - In a reception class, a practitioner supports a child to discuss what has upset her and help her understand the need for boundaries. [transcript]
You can watch the video via modem or slow / fast / superfast broadband connections. If you are behind a network firewall, why not click here to view a flash file of the video. You do need to have the flash plugin.
Meeting individual needs - In the nursery class, the practitioner supports an individual child in his home language while exploring a till and money. [transcript]
You can watch the video via modem or slow / fast / superfast broadband connections. If you are behind a network firewall, why not click here to view a flash file of the video. You do need to have the flash plugin.
Provide activities that involve turn-taking and sharing.
Involve children in agreeing codes of behaviour and taking responsibility for implementing them.
