Persist for extended periods of time at an activity of their choosing.
Continue to be interested, excited and motivated to learn.
Be confident to try new activities, initiate ideas and speak in a familiar group.
Maintain attention, concentrate, and sit quietly when appropriate.
The activities which absorb and interest individual children.
Reactions to new activities and experiences, understanding that for some children such experiences can be both exciting and worrying.
Children's attentiveness to others, such as at group time, when a child is telling the others about something they have done at home, for example, helping to bath the baby.
Give children opportunities to complete activities to their satisfaction.
Encourage children to explore and talk about what they are learning, valuing their ideas and ways of doing things.
Explain why it is important to pay attention 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.
Give time for children to pursue their learning without interruption, and to return to activities.
Provide experiences and activities that are challenging but achievable.
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.
Putting the blocks away - In a nursery school, a small group of children work independently, together, and with the support of the practitioner to tidy away the resources.
[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.
Making music - In a reception class, the practitioner and a group of children work out different rhythms using percussion instruments. [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.
Self-confidence and Self-esteem
Express needs and feelings in appropriate ways.
Have an awareness and pride in self as having own identity and abilities.
Respond to significant experiences, showing a range of feelings when appropriate.
Have a developing awareness of their own needs, views and feelings, and be sensitive to the needs, views and feelings of others.
Have a developing respect for their own cultures and beliefs and those of other people.
Is confident in seeking comfort, reassurance and help from special people.
Approaches adults with a degree of social skill.
Can express wishes and needs clearly and understands when not immediately met.
Is able to negotiate, argue point of view and accept others' perspectives.
Shows compliance with social expectations.
Often actively seeks sharing and fairness.
Has strong sense of fun and humour; is able to engage others in pleasurable interaction.
Positively values playing with other children and joins in shared play.
Approaches new challenges with assurance in own ability.
Is aware of own strengths and weaknesses.
Can describe self in positive terms and talk about abilities.
Welcomes and values praise for achievements.
Enjoys talking about past experiences, the present and future plans.
Identifies with own immediate family, relations and family friends.
Enjoys taking part in family routines and chores.
Takes pride in own appearance.
Practices good self-care, often without prompting.
The different ways children find to express their feelings, such as, "We are going to the tree house because the scary monsters are after us".
Children's pleasure in who they are and what they can do.
How children show their own feelings and are sensitive to the needs, views and feelings of others.
Children's awareness and appreciation of their own cultures and beliefs and those of other people.
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.
Support children's growing ability to express a wide range of feelings orally, and talk about their own experiences.
Encourage children to share their feelings and talk about why they respond to experiences in particular ways.
Explain carefully why some children may need extra help or support for some things, or why some children feel upset by a particular thing. This helps children to understand that when it is required their individual needs will be met.
Help children and parents to see the ways in which their cultures and beliefs are similar, encouraging them to contribute to everyone's knowledge and understanding by sharing and discussing practices, resources, celebrations and experiences.
Make a display with the children, showing all the people who make up the 'community' of the setting.
Plan circle times when children can have an opportunity to talk about their feelings and support them by providing props, such as a sad puppet, that can be used to show how they feel.
Keep a diary with children, and refer to it from time to time to help them recall when they were happy, when they were excited, or when they felt lonely.
Collect information that helps children to understand why people do things differently from each other, and encourage children to talk about these differences.
Share stories that reflect the diversity of children's experiences.
Making Relationships
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.
Behaviour and Self-control
Show confidence and the ability to stand up for own rights.
Have an awareness of the boundaries set, and of behavioural expectations in the setting.
Understand what is right, what is wrong, and why.
Consider the consequences of their words and actions for themselves and others.
Children's understanding of boundaries and behavioural expectations.
Children's increasing understanding of acceptable behaviour for themselves and others.
Children's ideas and explanations about what is right and wrong.
Children's awareness of the consequences of their words and actions.
Be alert to injustices and let children see that they are addressed and resolved.
Ensure that children have opportunities to identify and discuss boundaries, so that they understand why they are there and what they are intended to achieve.
Help children's understanding of what is right and wrong by explaining why it is wrong to hurt somebody, or why it is acceptable to take a second piece of fruit after everybody else has had some.
Involve children in identifying issues and finding solutions.
Make time to listen to children respectfully when they raise injustices, and involve them in finding a 'best fit' solution.
Provide books with stories about characters that follow or break rules, and the effects of their behaviour on others.
Affirm and praise positive behaviour, explaining that it makes children and adults feel happier.
Encourage children to think about issues from the viewpoint of others.
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.
Self-care
Operate independently within the environment and show confidence in linking up with others for support and guidance.
Appreciate the need for hygiene.
Dress and undress independently and manage their own personal hygiene.
Select and use activities and resources independently.
How children set about a chosen activity or task, and the success they achieve.
Children's recognition and management of their own needs, for example, that they need to put on a waterproof coat to go out in the rain.
Give children opportunities to be responsible for setting up, and clearing away, some activities.
Praise children's efforts to manage their personal needs, and to use and return resources appropriately.
Provide opportunities for self-chosen activities, and for choices within adult-initiated activities.
Sense of Community
Have an awareness of, and an interest in, cultural and religious differences.
Have a positive self-image, and show that they are comfortable with themselves.
Enjoy joining in with family customs and routines.
Understand that people have different needs, views, cultures and beliefs, that need to be treated with respect.
Understand that they can expect others to treat their needs, views, cultures and beliefs with respect.
Children's interest in and respect for different ways of life.
Children's recognition and appreciation of their place in the world and extended family, and among friends and neighbours.
Strengthen the positive impressions children have of their own cultures and faiths, and those of others, by sharing and celebrating a range of practices and special events.
Encourage children to talk with each other about similarities and differences in their experiences, and the reasons for these, supported by props for telling stories, reflecting experiences of children who are both like them and different from them.
Develop strategies to combat negative bias and, where necessary, support children and adults to unlearn discriminatory attitudes.
Give children opportunities to be curious, enthusiastic, engaged and tranquil, so developing a sense of inner-self and peace.
Ensure that all children are given support to participate in discussions and to be listened to.
Provide additional resources including interpreter support for children learning English as an additional language.
Acknowledgements
Disclaimer
00012-2007CDO-EN