Child’s name:                 Date of birth:                   Setting:
                               Date:                         First: □                         Second:    □        Third assessment: □


  DISPOSITIONS, ATTITUDES AND SELF                                     What it might look like
                CARE                                                   Look, listen and note                     Observations - Comments

                                                                Smiles / reacts / holds breath in response
Indicates by whatever means possible some response               to a sensory experience / toy / person /
to external stimuli                                              light source / touch / sound
                                                                Adjusts gaze or uses body movements or
                                                                 vocalisation in response to changes in toy /
                                                                 person / light source / touch / sound

                                                                Smiles and gestures to a familiar / favourite
Uses consistent facial expression, movement or sound             toy / person / light source / touch / sound
to indicate needs                                               Demonstrates a sudden stillness to the
                                                                Makes a choice between 2 toys or 2 food
                                                                 items etc
                                                                Goes rigid to show a dislike of an event /
                                                                 experience/ item
                                                                Taps and waves to gain attention

                                                                Indicates care needs through non-verbal
Is willing to develop specific role in self-care routines         communication, e.g. holding up hands
(indicates self care need to an adult: allows or tolerates        covered in paint, wiping food from hands
adult to carry out self care needs)                               onto table / self, crying when getting wet
                                                                Allows adult to wipe hands, cooperates by
                                                                  pushing arms through sleeves whilst adult
                                                                  holds coat
                                                                Allows adult to give hand over hand support
                                                                  with spoon/cup at meal times

                                                                Makes an attempt to pull up trousers after
Initiates part of a routine                                      using the toilet
                                                                Makes attempt to take lid off activity box
                                                                 even if task may be challenging for child
                                                                Opens mouth during supported eating
                                                                                                                                        Revised June 08
MAKING RELATIONSHIPS – BEHAVIOUR                                 What it might look like
AND SELF CONTROL – SENSE OF                                      Look, listen and note                      Observations - Comments

                                                           Smiles / gurgles / makes pleasurable
Reacts to people making contact with him / her              sounds / pulls hair / waves when greeted

                                                           Smiles / cries to parent or carer / key adult
Shows a different response to familiar adults than to       and pushes / turns away from unfamiliar
less familiar ones                                          adult or makes no response

                                                           Allows another child to sit/stand next to
Shares play space with other children                       them
                                                           Plays within a group in the home corner

                                                           Stays calm on a bus / coach trip
Accepts unfamiliar situations                              Follows adult during a fire alarm
                                                           Stays calm when a visitor enters the room

                                                           Touches another child who is crying
Shows curiosity about others’ feelings                     Watches / listens to another child who is
                                                            having a tantrum

                                                                                                                            Revised June 08
SELF CONFIDENCE AND SELF ESTEEM                                   What it might look like
                                                                  Look, listen and note                    Observations - Comments

                                                           Plays with toy or explores experience in the
Remains calm within setting whilst main carer present       presence of main carer
                                                           Sits alongside others with main carer
                                                           Visually tracks carer around setting

                                                           Is willing to explore toy / experience
Settles to activity / toy / area with support              Led happily to a play area
                                                           Nestles into key adult

                                                           Crying / happy child looks / moves towards
Begins to develop awareness of own feelings through         adult for contact
seeking adult contact                                      Looks for adult to show finished painting

                                                                                                                           Revised June 08
                                                                   What it might look like                      Observations - Comments
                                                                      Look, listen and note
                                                           Reacts to noise, sound, music or vibration
Makes physical response to sound, touch or visual aid      Eye points in the direction of sound or lights
                                                           Turns when shoulder is tapped
                                                           Turns as door opens and someone enters room
                                                           Reaches for food or preferred item when offered

                                                           Waves bye-bye to parent or carer
                                                           Sits down with group during group activity
Responds to part of a familiar routine                     Places hand under running tap
                                                           Responds to a signal that it is tidy-up time

                                                           Turns when his / her name is called
                                                           Responds to a gesture or sound made by a peer
                                                            or adult by copying it, e.g. peek-a-boo
Responds to simple communication                           Responds to greeting by nodding or making eye
                                                           Responds to a visual prompt such as a ‘stop’ sign

                                                           Squeals or uses facial expressions when playing
                                                            with a favourite toy/experience
Uses emerging signs, sounds or gestures within play        Babbles whilst playing alongside another child
or during directed activities                              Smiles and hands a cup to another child whilst
                                                            playing in the home corner
                                                           Turns away from the group when does not want
                                                            to participate in story time

                                                           Tugs or taps adult to get attention
Makes needs and wishes known or initiates interaction      Eye points towards a toy/experience indicating
through the use of eye contact, gesture, symbol,            wanting to play with it/ to explore it
simple signing or object of reference                      Points to photo of sand tray to indicate choice
                                                           Takes cup to adult to indicate thirst
                                                           Leads, pulls an adult towards snack cupboard
                                                           Uses a simple sign or gesture to indicate ‘yes’,
                                                            ‘no’, or ‘more’

                                                                                                                                Revised June 08
                                                                   What it might look like                  Observations - Comments
                                                                   Look, listen and note

                                                            Looks or feels or grasps objects / toys
Explores the shape of objects                               Changes shape of playdough
                                                            Puts blocks into trolley

                                                            Visually follows toy car falling off table
Notices location and permanence of objects                  Searches for hidden toy in sand
                                                            Continues searching for noisy toy once it
                                                             stopped producing sound
                                                            Knocks down a tower of bricks
Shows an interest in connecting & taking apart objects      Attempts to connect objects e.g. stickle

                                                            Uses switch to turn toy on/off
                                                            Uses ‘one step communicator’ switch to
Begins to understand cause and effect                        change computer screen
                                                            Shows anticipation of what’s coming next in
                                                             a rhyme / game
                                                            Sits at table when shown snack symbol

                                                            Gives tissue to another child
                                                            Transfers objects from one container to
Participates in one to one correspondence activity
                                                            Puts shapes in matching holes

                                                            Finds the ‘same’ with real objects in a game
Shows awareness of ‘same’                                   Sorts / finds similar objects, e.g. finding
                                                             another shoe

                                                            Responds by sign / gesture / picture
                                                             exchange for ‘more’ at fruit time
                                                            Chooses ‘big’ ball when given 2 to play with
Begins to respond to simple mathematical language           Responds to simple commentary to put
                                                             teddy on the bed / in the car

                                                                                                                            Revised June 08
                                                                  What it might look like                   Observations - Comments
                                                                  Look, listen and note

                                                           Turns head towards / follows with eyes
Makes a response to sensory experiences                     sound / movement / light, e.g. leaves in the
                                                           Stills / holds breath / shudders when
                                                            touched and or in response to texture
                                                           Frowns / smiles in response to facial
                                                            expression, taste or smell
                                                           Uses sounds / gestures when keyworker or
                                                            parent approaches

                                                           Smells / looks at / touches / grasps everyday
Shows interest by exploring the sensory properties of       objects, e.g. rubs blanket against face
objects                                                    Puts fingers in paints

                                                           Looks for objects / people that have gone
Realises that people, events and objects that are           out of sight / plays hiding games / ‘peek-a-
familiar have permanence                                    boo’

                                                           Randomly swipes at a mobile
Has an impact on his / her environment through cause       Purposefully knocks down materials
and effect actions                                         Repeatedly pushes, pulls, taps a switch in a
                                                            cause and effect activity / early computer

                                                           Touches, grasps, moves towards, seeks out
Reaches for a preferred object (early choice making)        favourite item, e.g. blanket / comforter

                                                           Pats his / her image in the mirror
Begins to develop a sense of identity                      Responds to his / her name being called

                                                                                                                            Revised June 08
                                                                  What it might look like               Observations - Comments
                                                                  Look, listen and note

                                                         Turns head towards light
Moves spontaneously in response to a range of stimuli    Sways/bounces whilst being moved to music
                                                         Moves towards desired object

                                                           Pushes and pulls doll’s pram
Operates equipment by means of pushing or pulling          Uses feet to propel sit-on toy
movements                                                  Presses single switch attached to a toy
                                                           Taps touch screen

                                                         Sways, nods, rolls, crawls, slithers, walks
                                                         Makes movements in different directions,
Moves in a range of ways                                  e.g. forwards and backwards
                                                         Grasps, releases and drops, e.g. spoon from
                                                          a treasure basket
                                                         Explores by touch repeating a movement,
                                                          e.g. stroking a teddy
                                                         Moves resources in water
                                                         Uses one hand or two hands

                                                         Grasps / releases / bangs / waves object /
Handles a range of small objects
                                                          drops / knocks over / squeezes / feels
                                                          carefully using one hand or two hands
                                                         Explores by touch
                                                         Moves resources in water

Shows awareness of own needs with regard to eating,        Cries when wet
sleeping and hygiene                                       Lies on cushion when sleepy
                                                           Allows adult to feed him / her
                                                           Shows awareness of hands being dirty
                                                           Signs / gestures when they need toilet

                                                                                                                        Revised June 08
                                                                 What it might look like                   Observations - Comments
                                                                 Look, listen and note

                                                            Turns head more frequently towards red
Makes a response to light / colour / texture / sound /       light in the sensory room
vibration                                                   Moves fingers away from the cornflour
                                                             mixture whilst frowning
                                                            Smiles, claps hands when hearing / seeing
                                                             the chimes / or watching a mobile move
                                                            Tolerates touching/ feeling an increasing
                                                             number of textures

                                                            Climbs in a cardboard box, sits in it, taps
Explores 2D or 3D materials                                  its sides
                                                            Sticks fingers in clay
                                                            Uses hands to make marks with paint
                                                            ‘Posts’ objects through the windows of the
                                                            Feels/looks at cloth picture book

                                                            Bounces / sways when hears music
Explores body movements and sounds he/she
                                                            Scratches / pats drum
                                                            Claps hands
                                                            Makes singing sounds

                                                                                                                           Revised June 08

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