The Early Years Foundation Stage: Setting the Standards for Learning, Development and Care for children from birth to five

• Makes sounds and movements to initiate social interaction.
• Uses vocalisations to communicate needs and discomfort.
• Plays active role in conversation-like exchanges.
• Recognises and is most responsive to prime carer's voice: face brightens, activity increases when familiar carer appears.
• Prefers particular people, for example, is happier and more settled with preferred carers and is unsettled or distressed with less familiar people.
• Snuggles into your body when held.
• Shows affection.
• Is wary of unfamiliar events.
• Gets upset if toy is taken away.
• Calms from being upset when held, rocked, spoken or sung to with soothing voice.
• Shows pleasure at being tickled and other physical games.
• Enjoys playing with hands, fingers, feet and toes.

• 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.

• Expresses affection to familiar carers.
• Likes to be close to adult and may cry and try to follow (by looking, reaching or crawling) when familiar adult leaves room.
• Looks back to familiar adult to check if not sure about something (for example, looks back to check your reaction if a stranger tries to pick them up).
• Explores new toys and environments, but looks back to you regularly to 'check in'.
• Needs reassurance from you when in a social situation with strangers.
• May become distressed and anxious if left somewhere without their familiar adult.
• Clings to adult and hides face when feeling scared or overwhelmed.
• Uses familiar adult for 'emotional refuelling' when feeling tired, stressed or frustrated, for example, stops playing to have a cuddle or sits quietly snuggled in on your lap for a few minutes.
• Takes favourite comfort toy or other object with them when has a nap.
• Uses comfort toy or object to calm self when in an unfamiliar environment.
• Prefers to be with familiar people.
• Enjoys sharing new experiences.
• Points to draw other people's attention to things of interest.

• 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.

Dressing:

• Cooperates in dressing.
• Removes socks.
• Removes unfastened shoes.
• Removes loose hat.

• Demonstrates sense of self as an individual, for example, wants to do things independently, says "No" to adult, and so on.
• Resists interference with ongoing activity.
• Enjoys attention, likes to display skills to others.
• Repeats actions when praised or reacted to.
• Plays happily alone but near a familiar adult.
• Watches the emotional reactions of familiar adults and uses them to guide in new situations, for example, watches your face before approaching a strange dog or climbing steps on a slide and stops if you look anxious.
• Uses a familiar adult as a secure base from which to explore independently in new environments, for example, ventures away to play and interact with others, but returns for a cuddle if becomes anxious.
• Seeks affection when tired or afraid.
• Actively draws others into social interaction.
• Smiles or laughs when successful in play or an activity.
• Expresses discomfort, hunger, thirst and wishes to you.
• Shows persistence in expressing needs or wishes if not met.

• 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.

Dressing:

• Places hat on head.
• Assists with dressing, for example, holds out arm for sleeve or foot for shoe.
• Aware of where clothes are kept, for example, outdoor coat and shoes by the door.
• Puts on hat and slip-on shoes.
• Plays 'dressing-up' games.
• Unzips front zipper on coat or jacket.
• Helps take coat off.

• Shows sense of own autonomy.
• Assertive of own wishes and needs; is sometimes confrontational.
• Starts to know their own mind and expresses this through action, gesture or spoken words, for example, "No want bath" or "No go bed".
• Strong sense of ownership of toys, but will also share at times.
• Shows active sense of humour; does things to make others laugh.
• Very aware of others' reactions; likes to demonstrate prowess.
• Responds positively to a variety of familiar adults.
• Searches out adult when hurt or distressed.
• Is jealous of sharing parents' attention.
• Shows affection towards other children and younger siblings.
• Demonstrates concern for others when they are upset, for example, offers favourite toy, pats arm or back, offers cuddle and so on.
• Shy with strangers, especially adults; may hide against a more familiar adult when introduced.

• 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.

Dressing:

• Puts on hat independently.
• Puts on shoes independently, but may not get the right feet or do them up.
• Takes off loose coat or shirt when undone.
• Can undo large buttons and Velcro fasteners.
• Removes shirt.
• Removes 'pull-down' garments.
• Pulls up own trousers.
• Pulls zipper up once fastened at the bottom.

Independence skills:

• Participates and helps with familiar routines with help from adults such as dusting, setting table or putting away toys.
• Enjoys responsibility of carrying out small tasks such as carrying a bag for Mum.

• Likes to sit, have a cuddle and share events of the day with a familiar adult.
• Uses adults as sources of knowledge, comfort and shared activities.
• May form a special friendship with another child.
• Is more outgoing towards strangers and more confident in new social situations, for example, playgroup, but may be anxious at first.
• Able to share and take turns to some extent, but also selfish at times.
• Has strong sense of own space and possessions; likes to arrange own toys.
• Likes to point out self in photos.
• Shows growing autonomy and self-will.
• Can sometimes be stubborn or negative and react badly to frustration.
• Shows strong personal preferences for food, clothes and so on.
• Expresses personal views in conversation.
• May argue to achieve own wishes.
• More independent in self-care; takes pride in appearance.

• 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.

Dressing:

• Puts arms into open-fronted coat or shirt when held up.
• Hangs up own coat.
• Finds items of clothing in the dressing-up box.
• Pulls down own pants when using the toilet.

Independence skills:

• Asks for help or support when needed.

Note: Early Support material relating to feeding, washing and toileting appears in Physical Development: Health and Bodily Awareness

• 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.

• 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.