Explore, play and seek meaning in their experiences.
Use others as sources of information and learning.
Show an interest in why things happen.
Displays curiosity about the world by asking questions and looking intently at objects, events and people.
Recognises and anticipates everyday routines, for example, looks for coat or gets in buggy when adult is getting ready to go out.
Joins in with learning activities led by more able partner and can imitate some actions after they have seen them demonstrated.
Remembers a sequence of activities and events and 'tells' parents what they have done or seen, for example, "Mummy train ice-cream".
Begins to self-correct during an activity without adult prompting, for example, tries to fit a puzzle piece in the wrong space and then changes to the right space without adult prompting.
Matches sets of identical objects, developing understanding of the concept of 'the same'.
Begins to develop sense of time, understands terms such as 'later', 'tomorrow' and 'yesterday'.
Uses and understands the logic of 'if... then', for example, 'If I stand on a step, then I can reach the toy', 'If I eat my sandwich, then I can have some chocolate pudding' and so on.
Understands simple explanations and reasons given by others.
May invent imaginary person and treat them as a friend.
Demonstrates some understanding of quantity, for example, 'Take one biscuit', 'There are many blocks', and so on.
Understands size differences (big, small and so on), for example, selects the big or small object or picture when asked.
Matches simple shapes (circle, square, triangle).
Matches simple pictures of familiar objects such as spoon, dog, banana, shoes and so on.
Matches objects to pictures, for example, matches shoe to a picture of a shoe.
Is more organised, gathering together the toys they want to play with before starting play. For example, getting the doll and the tea set before starting to play tea-parties; getting the train and tracks and setting them out before playing trains.
Fits three or four nesting cups together, showing understanding of size differences and how they fit together.
Completes a two- to four-piece puzzle.
Shares books with adult or other child, making 'comments' about the events and pictures.
Builds a simple bridge using blocks.
Participates in creative activities, telling you what they have made, for example, using dough, paint, blocks, cutting and pasting, cooking, drawing, making music or sounds.
Waits when asked to.
Will imitate unfamiliar ways of behaving when these seem appropriate to them, for example, takes off shoes and socks to join in 'feet painting' at nursery if sees other children doing this.
Plays lots of interactive games with adult or older child, often involving running or chasing.
Plays alongside other children and occasionally allows them into play, for example, hands toys to them.
Begins to copy the actions and sequences of play of other children.
Plays with dough, makes different shapes and will tell you what they have made.
Imitates longer sequences in play, for example, copies adult pouring tea, putting in sugar, stirring and then giving to doll.
Uses one object to represent another in pretend play, for example, uses a lid as a cup, brick as a car or puts block on a plate as if it is a cake.
Uses other people's belongings in pretend play, for example, Mum's bag and brush.
Creates imaginary objects, characters and scenes in play, for example, talks to an imaginary shopper as if they are the shop assistant.
Adopts voice or manner of another person or animal in play, for example, moves like a cat and 'miaows'.
Includes another child in their play sequence and may talk to them as they do so, for example, gives child a cup to drink from.
Children's actions and talk, in response to what they find and the questions they ask.
How children express curiosity, match objects and ask questions about things that are the same and different.
Children's developing skills in remembering and telling someone else about a sequence of activities or events.
The ways in which children show they are beginning to understand simple 'if... then' logic, for example, "If I stand on a step, then I can reach the toy".
How children respond to simple explanations and reasons given to them by other people.
How children show they are becoming more independent in their thinking, exploration and understanding of the world.
Children's anticipation and forward planning, for example, when they gather together the toys they want to play with before they begin.
Recognise that when a child does such things as jumping in a puddle, they are engaging in investigation.
Talk about activities as children investigate things, for example, pouring water from one container to another or finding out what floats and what sinks. This helps children to understand what they are seeing and to learn the language they need to describe it.
Encourage children to help you with everyday activities such as doing the washing-up or cleaning. Give them a duster, too. These are all 'games' to young children, as they explore their environment.
Show children how a toy can be used, then withdraw while they try things out for themselves. Once they have mastered basic skills show them how to take things further by introducing variation.
Make up and share stories about the familiar sequences of events in a child's daily life. Use these to lead to discussion of past and future events.
Children are now able to be interested in books and stories for longer and to observe the detail in more complex pictures. Choose books with colourful and realistic pictures that children can easily recognise.
Be sensitive to when children want to do their own thing, but get involved in their play when they invite you. Your suggestions can help to extend the range of a child's play when you model actions, roles and imaginative ways of playing with familiar toys.
Make junk models together. Use these and construction toys to help with imaginary games.
Make use of outdoor areas to give opportunities for investigations of the natural world, for example, provide chimes, streamers, windmills and bubbles to investigate the effects of wind.
Designing and Making
Are curious and interested in making things happen.
How children investigate by, for example, taking all the cushions from several areas, piling them up and jumping on top of them.
Recognise that children's investigations may appear futile, but that a child may be on the brink of an amazing discovery as they meticulously place more and more things on top of one another.
Build on children's particular interests by adding resources to sustain and extend their efforts.
ICT
Show an interest in ICT.
Seek to acquire basic skills in turning on and operating some ICT equipment.
How children use the control technology of toys, for example, a toy electronic keyboard.
Talk about ICT apparatus, what it does, what they can do with it and how to use it safely.
Let children use the photocopier to copy their own pictures.
Provide safe equipment to play with, such as torches, transistor radios or karaoke machines.
Time
Recognise some special times in their lives and the lives of others.
Understand some talk about immediate past and future, for example, 'before', 'later' or 'soon'.
Anticipate specific time-based events such as mealtimes or home time.
How children talk about the special events they experience in the home and in the setting.
The ways children show their growing understanding of the past, for example, familiarity with places or people seen previously.
Make a diary of photographs to record a special occasion.
Use the language of time such as 'yesterday', 'tomorrow' or 'next week'.
Provide opportunities for children to work through routines in role-play, such as putting a 'baby' to bed.
Place
Enjoy playing with small-world models such as a farm, a garage, or a train track.
The things children say about their environment.
Tell stories about places and journeys, for example, Whatever Next! by Jill Murphy.
Provide story and information books about places, such as a zoo or the beach, to build on visits to real places.
Communities
Are interested in others and their families.
Have a sense of own immediate family and relations.
Begin to have their own friends.
How children play, socialise and talk about family life.
Encourage children to take on different roles during role-play.
Support children's friendships by talking to them about their characteristics, such as being kind, or fun to be with.
Provide a soft toy for children to take home overnight, in turn. Talk with children about what the toy has done during these excursions.
Acknowledgements
Disclaimer
00012-2007CDO-EN