EYFS DEVELOPMENT MATTERS OVERVIEW
PERSONAL, SOCIAL & EMOTIONAL DEVELOPMENT
DISPOSITIONS AND SELF-CONFIDENCE AND SELF MAKING RELATIONSHIPS BEHAVIOUR AND SELF SELF-CARE SENSE OF COMMUNITY
ATTITUDES ESTEEM CONTROL
Develop an understanding and awareness Seek to be looked at and approved of. Enjoy the company of others and are Are usually soothed by warm and Anticipate food routines with interest. Respond to differences in their
of themselves. Find comfort in touch and in the human sociable from birth. consistent responses from familiar adults. Express discomfort, hunger or thirst. environment, for example, showing
Learn that they have influence on and are face. Depend on close attachments with a Begin to adapt to care giving routines. excitement or interest.
Birth- influenced by others. Thrive when their emotional needs are special person within their setting. Learn that special people are a source of
Learn that experiences can be shared. met. Learn by interacting with others. sustenance, comfort and support.
11 Gain physical, psychological and
emotional comfort from ‘snuggling in’.
Become aware of themselves as separate Feel safe and secure within healthy Seek to gain attention in a variety of ways, Respond to a small number of boundaries, Begin to indicate own needs, for example, Learn that their voice and actions have
from others. relationships with key people. drawing others into social interaction. with encouragement and support. by pointing. effects on others.
Discover more about what they like and Sustain healthy emotional attachments Use their developing physical skills to May like to use a comfort object.
8-20 dislike. through familiar, trusting, safe and secure make social contact.
Have a strong exploratory impulse relationships. Build relationships with special people.
Explore the environment with interest. Express their feelings within warm,
mutual, affirmative relationships.
Learn that they are special through the Make choices that involve challenge, Look to others for responses which Begin to learn that some things are theirs, Show a desire to help with dress and Learn that they have similarities and
responses of adults to individual when adults ensure their safety. confirm, contribute to, or challenge their some things are shared, and some things hygiene routines. differences that connect them to, and
differences and similarities. Explore from the security of a close understanding of themselves. belong to other people. Communicate preferences. distinguish them from, others.
16-26 Develop a curiosity about things and relationship with a caring and responsive Can be caring towards each other.
Take pleasure in learning new skills. Develop confidence in own abilities.
Show their particular characteristics, Begin to be assertive and self-assured Learn social skills, and enjoy being with Are aware that some actions can hurt or Seek to do things for themselves, knowing Show a strong sense of self as a member
preferences and interests. when others have realistic expectations of and talking to adults and other children. harm others. that an adult is close by, ready to support of different communities, such as their
Begin to develop self-confidence and a their competence. Seek out others to share experiences. and help if needed. family or setting.
22-36 belief in themselves. Begin to recognise danger and know who Respond to the feelings and wishes of Become more aware that choices have Show affection and concern for special
to turn to for help. others. consequences. people.
Feel pride in their own achievements. Take pleasure in personal hygiene
Seek and delight in new experiences. Show increasing confidence in new Feel safe and secure, and show a sense of Begin to accept the needs of others, with Show willingness to tackle problems and Make connections between different parts
Have a positive approach to activities and situations. trust. support. enjoy self-chosen challenges. of their life experience.
events. Talk freely about their home and Form friendships with other children. Show care and concern for others, for Demonstrate a sense of pride in own
30-50 Show confidence in linking up with others community. Demonstrate flexibility and adapt their living things and the environment. achievement.
for support and guidance. Take pleasure in gaining more complex behaviour to different events, social Take initiatives and manage
Show increasing independence in skills. situations and changes in routine. developmentally appropriate tasks.
selecting and carrying out activities. Have a sense of personal identity.
Display high levels of involvement in Express needs and feelings in appropriate Value and contribute to own well-being Show confidence and the ability to stand Operate independently within the Have an awareness of, and an interest in,
activities. ways. and self-control. up for own rights. environment and show confidence in cultural and religious differences.
Persist for extended periods of time at an Have an awareness and pride in self as Have an awareness of the boundaries set, linking up with others for support and Have a positive self-image, and show that
40-60+ activity of their choosing. having own identity and abilities. and of behavioural expectations in the guidance. they are comfortable with themselves.
setting. Appreciate the need for hygiene. Enjoy joining in with family customs and
Continue to be interested, excited and Respond to significant experiences, Form good relationships with adults Understand what is right, what is Dress and undress independently and Understand that people have different
motivated to learn. showing a range of feelings when and peers. wrong, and why. manage their own personal hygiene. needs, views, cultures and beliefs that
appropriate. need to be treated with respect.
ELG Be confident to try new activities, Work as part of a group or class, taking Consider the consequences of their Select and use activities and resources
initiate ideas and speak in a familiar Have a developing awareness of their turns and sharing fairly, understanding words and actions for themselves and independently. Understand that they can expect others
group. own needs, views and feelings, and be that there needs to be agreed values and others. to treat their needs, views, cultures and
sensitive to the needs, views and feelings codes of behaviour for groups of people, beliefs with respect.
Maintain attention, concentrate, and sit of others. including adults and children, to work
quietly when appropriate. together harmoniously.
Have a developing respect for their own
cultures and beliefs and those of other
COMMUNICATION, LANGUAGE & LITERACY
LANGUAGE FOR LANGUAGE FOR THINKING LINKING SOUNDS & LETTERS READING WRITING HANDWRITING
Communicate in a variety of ways including Are intrigued by novelty and events and Listen to, distinguish and respond to Listen to familiar sounds, words, or finger Move arms and legs and increasingly use Play with own fingers and toes and focus
crying, gurgling, babbling and squealing. actions around them. intonations and the sounds of voices. plays. them to reach for, grasp and manipulate on objects around them.
Make sounds with their voices in social
Take pleasure in making and listening to a Understand simple meanings conveyed in Enjoy babbling and increasingly Respond to words and interactive rhymes, Begin to make marks. Begin to bring together hand and eye
wide variety of sounds. speech. experiment with using sounds and words such as ‘Clap Hands’. movements to fix on and make contact
Create personal words as they begin to Respond to the different things said to them to represent objects around them. with objects.
8-20 develop language. when in a familiar context with a special
Use single-word and two-word utterances Are able to respond to simple requests Listen to and enjoy rhythmic patterns in Show interest in stories, songs and Examine the marks they and others make. Make random marks with their fingers
to convey simple and more complex and grasp meaning from context. rhymes and stories. rhymes. and some tools.
16-26 Understand simple sentences.
Learn new words very rapidly and are Use action, sometimes with limited talk, that is Distinguish one sound from another. Have some favourite stories, rhymes, Distinguish between the different marks Begin to show some control in their use of
able to use them in communicating about largely concerned with the ‘here and now’. Show interest in play with sounds, songs and songs, poems or jingles. they make. tools and equipment.
Use language as a powerful means of widening rhymes.
matters which interest them.
contacts, sharing feelings, experiences and Repeat words or phrases from familiar stories.
Use simple statements and questions often linked to Talk activities through, reflecting on and Enjoy rhyming and rhythmic activities. Listen to and join in with stories and poems, Sometimes give meaning to marks as they Use one-handed tools and equipment.
gestures. one-to-one and also in small groups.
Use intonation, rhythm and phrasing to make their
modifying what they are doing. Show awareness of rhyme and draw and paint. Draw lines and circles using gross motor
meaning clear to others. Use talk to give new meanings to objects alliteration. Begin to be aware of the way stories are Ascribe meanings to marks that they see movements.
Join in with repeated refrains and anticipate key and actions, treating them as symbols for Recognise rhythm in spoken words. structured. in different places. Manipulate objects with increasing
events and phrases in rhymes and stories. other things. Suggest how the story might end. control.
30-50 Listen to stories with increasing attention and recall. Show interest in illustrations and print in
Describe main story settings, events and principal Use talk to connect ideas, explain what is
books and print in the environment.
characters. happening and anticipate what might
Handle books carefully.
Listen to others in one-to-one or small groups when happen next. Know information can be relayed in the form
conversation interests them. Use talk, actions and objects to recall and
Respond to simple instructions. of print.
Question why things happen and give explanations. relive past experiences. Hold books the correct way up and turn
Use vocabulary focused on objects and people that pages.
are of particular importance to them. Understand the concept of a word.
Have confidence to speak to others about their own Begin to use talk instead of action to Continue a rhyming string. Enjoy an increasing range of books. Begin to use anticlockwise movement and
wants and interests.
Use talk to gain attention and sometimes use action
rehearse, reorder and reflect on past Hear and say the initial sound in words Know that information can be retrieved retrace vertical lines.
rather than talk to demonstrate or explain to others. experience, linking significant events and know which letters represent some of from books and computers. Begin to form recognisable letters.
40-60+ Initiate conversation, attend to and take account of from own experience and from stories, the sounds.
what others say. paying attention to how events lead into
Extend vocabulary, especially by grouping and
naming. one another.
Use vocabulary and forms of speech that are Begin to make patterns in their experience
increasingly influenced by their experience through linking cause and effect,
of books. sequencing, ordering and grouping.
Link statements and stick to a main theme or
intention. Begin to use talk to pretend imaginary
Consistently develop a simple story, explanation or situations.
line of questioning.
Use language for an increasing range of purposes.
Begin to break the flow of speech into Use a pencil and hold it effectively to
Use simple grammatical structures.
Interact with others, negotiating plans and Use language to imagine and recreate Hear and say sounds in words in the Explore and experiment with sounds, words words. form recognisable letters, most of
activities and taking turns in conversation. roles and experiences. order in which they occur. and texts. which are correctly formed.
Use writing as a means of recording and
Enjoy listening to & using spoken and written Retell narratives in the correct sequence, communicating.
language, and readily turn to it in their play and Use talk to organise, sequence and Link sounds to letters, naming and drawing on language patterns of stories.
learning. clarify thinking, ideas, feelings and sounding the letters of the alphabet.
Use their phonic knowledge to write
events. Read a range of familiar and common words
Sustain attentive listening, responding to what simple regular words and make
Use their phonic knowledge to write and simple sentences independently.
they have heard with relevant comments, phonetically plausible attempts at more
questions or actions. simple regular words and make complex words.
Know that print carries meaning and, in
phonetically plausible attempts at more
English, is read from left to right and top to
Listen with enjoyment, & respond to stories, songs complex words. Attempt writing for different purposes,
ELG and other music, rhymes and poems and make up bottom.
their own stories, songs, rhymes and poems. using features of different forms such as
Show an understanding of the elements of lists, stories and instructions.
Extend their vocabulary, exploring the meanings stories, such as main character, sequence of
and sounds of new words. events and openings, and how information can Write their own names and other things
be found in non-fiction texts to answer such as labels and captions,
Speak clearly and audibly with confidence and questions about where, who, why and how.
control and show awareness of the listener.
and begin to form simple sentences,
sometimes using punctuation.
PROBLEM SOLVING, REASONING & NUMERACY
Numbers as Labels and 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 encounter people and things in
Notice changes in groupings of objects, images or sounds. their environment.
Develop an awareness of number names through their enjoyment of action rhymes and Have some understanding that things exist, even when out of sight. Find out what toys are like and can do through handling objects.
songs that relate to their experience of numbers. Are alert to and investigate things that challenge their expectations. Recognise big things and small things in meaningful contexts.
Enjoy finding their nose, eyes or tummy as part of naming games.
Say some counting words randomly. Are learning to classify by organising and arranging toys with increasing intent. Attempt, sometimes successfully, to fit shapes into spaces on inset boards or jigsaw
Distinguish between quantities, recognising that a group of objects is more than one. Categorise objects according to their properties. puzzles.
Gain awareness of one-to one correspondence through categorising belongings, starting Use blocks to create their own simple structures and arrangements.
16-26 with ‘mine’ or ‘Mummy’s’. Enjoy filling and emptying containers.
Have some understanding of 1 and 2, especially when the number is important for them. Begin to make comparisons between quantities. Notice simple shapes and patterns in pictures.
Create and experiment with symbols and marks. Know that a group of things changes in quantity when something is added or taken Begin to categorise objects according to properties such as shape or size.
Use some number language, such as ‘more’ and ‘a lot’. away. Are beginning to understand variations in size.
22-36 Recite some number names in sequence.
Use some number names and number language spontaneously. Compare two groups of objects, saying when they have the same number. Show an interest in shape and space by playing with shapes or making arrangements
Show curiosity about numbers by offering comments or asking questions. Show an interest in number problems. with objects.
Use some number names accurately in play. Separate a group of three or four objects in different ways, beginning to recognise that Show awareness of similarities in shapes in the environment.
30-50 Sometimes match number and quantity correctly. the total is still the same. Observe and use positional language.
Recognise groups with one, two or three objects. Are beginning to understand ‘bigger than’ and ‘enough’.
Show interest in shape by sustained construction activity or by talking about shapes or
Use shapes appropriately for tasks.
Begin to talk about the shapes of everyday objects.
Recognise some numerals of personal significance. Find the total number of items in two groups by counting all of them. Show curiosity about and observation of shapes by talking about how they are the same
Count up to three or four objects by saying one number name for each item. Use own methods to work through a problem. or different.
Count out up to six objects from a larger group. Say the number that is one more than a given number. Match some shapes by recognising similarities and orientation.
Count actions or objects that cannot be moved. Select two groups of objects to make a given total of objects. Begin to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and
Begin to count beyond 10. Count repeated groups of the same size. mathematical terms to describe shapes.
40-60+ Begin to represent numbers using fingers, marks on paper or pictures. Share objects into equal groups and count how many in each group. Select a particular named shape.
Select the correct numeral to represent 1 to 5, then 1 to 9 objects. Show awareness of symmetry.
Recognise numerals 1 to 5. Find items from positional or directional clues.
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 objects.
Know that numbers identify how many objects are in a set. Sort familiar objects to identify their similarities and differences, making choices and
Use ordinal numbers in different contexts. justifying decisions.
Match then compare the number of objects in two sets. Describe solutions to practical problems, drawing on experience, talking about own
ideas, methods and choices.
Use familiar objects and common shapes to create and recreate patterns and build
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.
Say and use number names in order in familiar contexts. In practical activities and discussion, begin to use the vocabulary involved in Use language such as ‘greater’, ‘smaller’, ‘heavier’ or ‘lighter’ to compare
adding and subtracting. quantities.
Count reliably up to ten everyday objects.
Use language such as ‘more’ or ‘less’ to compare two numbers. Talk about, recognise and recreate simple patterns.
ELG Recognise numerals 1 to 9.
Find one more or one less than a number from one to ten. Use language such as ‘circle’ or ‘bigger’ to describe the shape and size of solids and
Use developing mathematical ideas and methods to solve practical problems. flat shapes.
Begin to relate addition to combining two groups of objects and subtraction
to‘taking away’. Use everyday words to describe position
KNOWLEDGE & UNDERSTANDING OF THE WORLD
EXPLORATION & DESIGNING & MAKING ICT TIME PLACE COMMUNITIES
Use movement and senses to focus on, Explore objects and materials with hands Show interest in toys and resources that Anticipate repeated sounds, sights and Explore the space around them through Concentrate intently on faces and enjoy
each for and handle objects. and mouth. incorporate technology. actions. movements of hands and feet and by interaction.
Learn by observation about actions and rolling. Form attachments to special people.
Birth- their effects.
As they pull to stand and become more Show curiosity and interest in things that Explore things with interest and Get to know and enjoy daily routines, Love to be outdoors and closely observe Recognise special people, such as family,
mobile, the scope of babies’ investigations are built up and fall down, and that open sometimes press parts or lift flaps to such as getting-up time, mealtimes, nappy what animals, people and vehicles do. friends or their key person.
widens. and close. achieve effects such as sounds, time, and bedtime. Show interest in social life around them.
8-20 movements or new images.
Sometimes focus their enquiries on Are interested in pushing and pulling Show interest in toys with buttons and Associate a sequence of actions with daily Are curious about the environment. Are curious about people and show
particular features or processes. things, and begin to build structures. flaps and simple mechanisms and begin to routines. interest in stories about themselves and
learn to operate them. Begin to understand that things might their family.
16-26 happen ‘now’. Enjoy stories about themselves, their
families and other people.
Like to play alongside other children.
Explore, play and seek meaning in their Are curious and interested in making Show an interest in ICT. Recognise some special times in their Enjoy playing with small-world models Are interested in others and their families.
experiences. things happen. Seek to acquire basic skills in turning on lives and the lives of others. such as a farm, a garage, or a train track. Have a sense of own immediate family
Use others as sources of information and and operating some ICT equipment. Understand some talk about immediate and relations.
22-36 learning. past and future, for example, ‘before’, Begin to have their own friends.
Show an interest in why things happen. ‘later’ or ‘soon’.
Anticipate specific time-based events such
as mealtimes or home time.
Show curiosity and interest in the features Investigate various construction materials. Know how to operate simple equipment. Remember and talk about significant Show an interest in the world in which Express feelings about a significant
of objects and living things. Realise tools can be used for a purpose. events in their own experience. they live. personal event.
Describe and talk about what they see. Join construction pieces together to build Show interest in the lives of people Comment and ask questions about where Describe significant events for family or
30-50 Show curiosity about why things happen and balance. familiar to them. they live and the natural world. friends.
and how things work. Begin to try out a range of tools and Talk about past and future events. Enjoy imaginative and role-play with
Show understanding of cause/effect techniques safely. Develop an understanding of growth, peers.
relations. decay and changes over time. Show interest in different occupations and
ways of life.
Notice and comment on patterns. Construct with a purpose in mind, using a Complete a simple program on a Begin to differentiate between past and Notice differences between features of the Gain an awareness of the cultures and
Show an awareness of change. variety of resources. computer. present. local environment beliefs of others.
Explain own knowledge and Use simple tools and techniques Use ICT to perform simple functions, Use time-related words in conversation. Feel a sense of belonging to own
understanding, and ask appropriate competently and appropriately. such as selecting a channel on the TV Understand about the seasons of the year community and place.
questions of others. remote control. and their regularity.
40-60 Use a mouse and keyboard to interact with Make short-term future plans.
age-appropriate computer software.
Observe, find out about and Begin to know about their own
Build and construct with a wide Find out about and identify the Find out about past and present cultures and beliefs and those of
Investigate objects and materials uses of everyday technology and identify features in the place they
range of objects, selecting events in their own lives, and in other people.
by using all of their senses as use information and live and the natural world.
appropriate resources and those of their families and other
ELG appropriate. communication technology and people they know.
adapting their work where Find out about their environment,
necessary. programmable toys to support
Find out about, and identify, some their learning. and talk about
features of living things, objects those features they like and dislike.
and events they observe. Select the tools and techniques
they need to shape, assemble and
Look closely at similarities, join materials they are using.
differences, patterns and change.
Ask questions about why things
happen and how things work.
MOVEMENT & SPACE HEALTH & BODILY AWARENESS USING EQUIPMENT &MATERIALS
Make movements with arms and legs which gradually become more controlled. Thrive when their nutritional needs are met. Watch and explore hands and feet.
Use movement and sensory exploration to link up with their immediate environment. Respond to and thrive on warm, sensitive physical contact and care. Reach out for, touch and begin to hold objects.
Make strong and purposeful movements, often moving from the position in which they Need rest and sleep, as well as food. Imitate and improvise actions they have observed, such as clapping and waving.
are placed. Focus on what they want as they begin to crawl, pull to stand, creep, shuffle, Become absorbed in putting objects in and out of containers.
Use their increasing mobility to connect with toys, objects and people. walk or climb. Enjoy the sensory experience of making marks in damp sand, paste or paint.
8-20 Show delight in the freedom and changing perspectives that standing or beginning to This is particularly important for babies who have a visual impairment.
Have a biological drive to use their bodies and develop their physical skills. Show some awareness of bladder and bowel urges. Use tools and materials for particular purposes.
Express themselves through action and sound. Develop their own likes and dislikes in food, drink and activity. Begin to make, and manipulate, objects and tools.
Are excited by their own increasing mobility and often set their own Practise and develop what they can do. Put together a sequence of actions.
Gradually gain control of their whole bodies and are becoming aware of how to Communicate their needs for things such as food, drinks and when they are Balance blocks to create simple structures.
negotiate the space and objects around them. uncomfortable. Show increasing control in holding and using hammers, books, beaters and
Move spontaneously within available space. Show emerging autonomy in self-care. mark making tools.
22-36 Respond to rhythm, music and story by means of gesture and movement.
Are able to stop.
Manage body to create intended movements.
Combine and repeat a range of movements.
Move freely with pleasure and confidence in a range of ways, such as slithering, Show awareness of own needs with regard to eating, sleeping and hygiene. Engage in activities requiring hand–eye coordination.
shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping. Often need adult support to meet those needs. Use one-handed tools and equipment.
Use movement to express feelings. Show awareness of a range of healthy practices with regard to eating, Show increasing control over clothing and fastenings.
30-50 Negotiate space successfully when playing racing and chasing games with other
sleeping and hygiene.
Show increasing control in using equipment for climbing, scrambling, sliding and
children, adjusting speed or changing direction to avoid obstacles. swinging.
Sit up, stand up and balance on various parts of the body. Observe the effects of activity on their bodies. Demonstrate increasing skill and control in the use of mark making implements, blocks,
Demonstrate the control necessary to hold a shape or fixed position. construction sets and small world activities.
Operate equipment by means of pushing and pulling movements. Understand that equipment and tools have to be used safely.
Mount stairs, steps or climbing equipment using alternate feet.
Negotiate an appropriate pathway when walking, running or using a wheelchair or other
mobility aids, both indoors and outdoors.
Judge body space in relation to spaces available when fitting into 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. Show some understanding that good practices with regard to exercise, eating, sleeping Explore malleable materials by patting, stroking, poking, squeezing, pinching and
Experiment with different ways of moving. and hygiene can contribute to good health. twisting them.
Initiate new combinations of movement and gesture in order to express and respond to Use increasing control over an object, such as a ball, by touching, pushing, patting,
feelings, ideas and experiences. throwing, catching or kicking it.
Jump off an object and land appropriately. Manipulate materials to achieve a planned effect.
40-60 Show understanding of the need for safety when tackling new challenges. Use simple tools to effect changes to the materials.
Avoid dangerous places and equipment. Show understanding of how to transport and store equipment safely.
Construct with large materials such as cartons, fabric and planks. Practise some appropriate safety measures without direct supervision.
Use a range of small and large equipment.
Move with confidence, imagination and in safety. Recognise the importance of keeping healthy, and those things which
contribute to this. Handle tools, objects, construction and malleable materials safely and
Move with control and coordination. with increasing control.
ELG Recognise the changes that happen to their bodies when they are active.
Travel around, under, over and through balancing and climbing
Show awareness of space, of themselves and of others
RESPONDING TO EXPERIENCES, EXPLORING MEDIA & MATERIALS CREATING MUSIC & DANCE DEVELOPING IMAGINATION &
EXPRESSING & COMMUNICTAING IDEAS IMAGINATIVE PLAY
Use movement and sensory exploration to connect with Discover mark-making by chance, noticing, for instance, Respond to a range of familiar sounds, for example, Smile with pleasure at recognisable playthings.
their immediate environment. that trailing a finger through spilt juice changes it. turning to a sound source such as a voice.
Respond to what they see, hear, smell, touch and feel. Explore and experiment with a range of media using Move their whole bodies to sounds they enjoy, such as Enjoy making noises or movements spontaneously.
whole body. music or a regular beat.
Express themselves through physical action and sound. Create and experiment with blocks, colour and marks. Begin to move to music, listen to or join in rhymes or Pretend that one object represents another, especially
Explore by repeating patterns of play. songs. when objects have characteristics in common.
Seek to make sense of what they see, hear, smell, touch Begin to combine movement, materials, media or marks. Join in singing favourite songs. Begin to make-believe by pretending.
and feel. Create sounds by banging, shaking, tapping or blowing.
Begin to use representation as a form of communication. Show an interest in the way musical instruments sound.
Use language and other forms of communication to share Begin to be interested in and describe the texture of things. Enjoy joining in with dancing and ring games. Notice what adults do, imitating what is observed and
the things they create, or to indicate personal satisfaction Explore colour and begin to differentiate between colours. Sing a few familiar songs. then doing it spontaneously when the adult is not there.
or frustration. Differentiate marks and movements on paper. Sing to themselves and make up simple songs. Use available resources to create props to support role-
30-50 Explore and experience using a range of senses and
Use their bodies to explore texture and space.
Tap out simple repeated rhythms and make some up. play.
Understand that they can use lines to enclose a space, and then
movement. begin to use these shapes to represent objects. Explore and learn how sounds can be changed. Develop a repertoire of actions by putting a sequence of
Capture experiences and responses with music, dance, Create 3D structures. Imitate and create movement in response to music. movements together.
paint and other materials or words. Begin to construct, stacking blocks vertically and horizontally, Engage in imaginative play and role-play based on own
Develop preferences for forms of expression. making enclosures and creating spaces. firsthand experiences.
Talk about personal intentions, describing what they Explore what happens when they mix colours. Begin to build a repertoire of songs and dances. Introduce a storyline or narrative into their play.
were trying to do. Choose particular colours to use for a purpose. Explore the different sounds of instruments. Play alongside other children who are engaged in the
Respond to comments and questions, entering into Understand that different media can be combined to create new Begin to move rhythmically. same theme.
40-60 dialogue about their creations.
Play cooperatively as part of a group to act out a
Experiment to create different textures.
Make comparisons and create new connections. Create constructions, collages, painting and drawings. narrative.
Use ideas involving fitting, overlapping, in, out, enclosure, grids
and sun-like shapes.
Work creatively on a large or small scale.
Respond in a variety of ways to what they see, hear, smell, Recognise and explore how sounds can be changed, sing Use their imagination in art and design, music, dance,
Explore colour, texture, shape, form and space in two or simple songs from memory, recognise repeated sounds imaginative and role-play and stories.
touch and feel.
three dimensions. and sound patterns and match movements to music.
Express and communicate their ideas, thoughts and feelings
ELG by using a widening range of materials, suitable tools,
imaginative and roleplay, movement, designing and making,
and a variety of songs and musical instruments.