EYFS Principles Into Practice Cards

Contents
Principles into practice 2

Themes and commitments 3
Child development overview 4
1.1: A unique child – Child development 6
1.2: A unique child – Inclusive practice 8
1.3: A unique child – Keeping safe 10
1.4: A unique child – Health and well-being 12
2.1: Positive relationships – Respecting each other 14
2.2: Positive relationships – Parents as partners 16
2.3: Positive relationships – Supporting learning 19
2.4: Positive relationships – Key person 20
3.1: Enabling environments – Observation, assessment and planning 22
3.2: Enabling environments – Supporting every child 24
3.3: Enabling environments – The learning environment 26
3.4: Enabling environments – The wider context 28
4.1: Learning and development – Play and exploration 30
4.2: Learning and development – Active learning 32
4.3: Learning and development – Creativity and critical thinking 34
4.4: Learning and development – Areas of learning and development 36
The Early Years Foundation Stage The Early Years
Principles into Practice Foundation Stage
The four Themes of the EYFS are:
A Unique Positive
e Enabling Learning
ning and
Child Relationships Environments Development
These four
Themes express
important Principles
underpinning effective
practice in the care,
development
and learning of Each Principle
young children. is supported by
four Commitments
which describe
how the Principle
can be put
into practice.
The four Principles of the EYFS are:

Every child
hild is a Children learn to be strong
ong The environment playsys elop and
Children develop
competent learner ner and independent fromom a a key role in supporting
ting ys
learn in different ways
from birth
th who can base of loving and securee and extending
xtending ent rates
and at different
be resilient, capable, relationships with parents children’s development and all areas of Learning
confident and and/or a key person. and learning. and Development are
self-assured. equally important and
inter-connected.
The Early Years Foundation Stage: Themes and Commitments
A Unique Positive Enabling Learning and

Child Relationships Environments Development
1.1 Child Development 2.1 Respecting Each Other 3.1 Observation, 4.1 Play and Exploration
Babies and children develop in Every interaction is based on caring Assessment and Planning Children’s play reflects their wide ranging
individual ways and at varying rates. professional relationships and respectful and varied interests and preoccupations.

Babies and young children are individuals first,
Every area of development – physical, acknowledgement of the feelings of children each with a unique profile of abilities. Schedules In their play children learn at their
cognitive, linguistic, spiritual, social and their families. and routines should flow with the child’s needs. highest level. Play with peers is
and emotional – is equally important.
All planning starts with observing children in important for children’s development.
order to understand and consider their current
interests, development and learning.
1.2 Inclusive Practice 2.2 Parents as Partners 3.2 Supporting Every Child 4.2 Active Learning

The diversity of individuals and Parents are children’s first and most
The environment supports every child’s
s Children learn best through physical
communities is valued and respected. enduring educators. When parents and learning through planned experiences and mental challenges. Active learning
No child or family is discriminated practitioners work together in early years and activities that are challenging involves other people, objects, ideas
against. but achievable. and events that engage and involve
settings, the results have a positive
children for sustained periods.
impact on children’s development
and learning.
1.3 Keeping Safe 2.3 Supporting Learning 3.3 The Learning 4.3 Creativity and

Young children are vulnerable. Warm, trusting relationships with Environment Critical Thinking
They develop resilience when knowledgeable adults support A rich and varied environment supports When children have opportunities to play with
their physical and psychological children’s learning more effectively children’s learning and development. ideas in different situations and with a variety
well-being is protected by adults. than any amount of resources. It gives them the confidence to explore of resources, they discover connections and
and learn in secure and safe, yet come to new and better understandings
challenging, indoor and outdoor spaces. and ways of doing things. Adult support in
this process enhances their ability to think
critically and ask questions.
1.4 Health and 2.4 Key Person 3.4 The wider Context 4.4 Areas of Learning
well-being A key person has special Working in partnership with other and Development
responsibilities for working with settings, other professionals and with
Children’s health is an integral part The Early Years Foundation Stage (EYFS)
ST IVES 05-2008 R1
a small number of children, giving individuals and groups in the community
of their emotional, mental, social, is made up of six areas of Learning and
them the reassurance to feel supports children’s development and
environmental and spiritual Development. All areas of Learning and
safe and cared for and building progress towards the outcomes of Every
well-being and is supported Development are connected to one
relationships with their parents. Child Matters: being healthy, staying safe,
by attention to these aspects. another and are equally important. All
enjoying and achieving, making a positive areas of Learning and Development are
contribution and economic well-being. underpinned by the Principles of the EYFS.
ISBN 978-1-84478-886-6 00012-2007DOM-EN © Crown copyright 2007 When you have finished with
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Child Development The Early Years
Foundation Stage
Overview
These summaries highlight the more important
Broad phases of development
aspects of child development in each of the six
stages of the EYFS. Further information can be found All children are different and to reflect this age ranges have
been overlapped in the EYFS to create broad developmental
in the Principles into Practice cards, in the Learning phases. This emphasises that each child’s progress is
and Development sections on the CD-ROM and in the individual to them and that different children develop at
different rates. A child does not suddenly move from one
linked Early Support materials which give more detail phase to another, and they do not make progress in all areas
at the same time. However, there are some important ‘steps’
on the areas of Learning and Development.
for each child to take along their own developmental pathway.
These are shown on the areas of Learning and Development in
the sections Look, listen and note and Development matters.
There are six broad developmental phases.
Birth–11 months
During this period, young children’s physical development is very

rapid and they gain increasing control of their muscles. They also
develop skills in moving their hands, feet, limbs and head, quickly
becoming mobile and able to handle and manipulate objects.
They are learning from the moment of birth. Even before their first
8–20 months
words they find out a lot about language by hearing people talking,
and are especially interested when it involves themselves and their As children become mobile new opportunities for exploration
daily lives. Sensitive caregiving, which responds to children’s growing and exercise open up. A safe and interesting environment, with
understanding and emotional needs, helps to build secure attachments to age-appropriate resources, helps children to develop curiosity,
special people such as parents, family members or carers. Regular, though coordination and physical abilities. This is a time when children
flexible, routines help young children to gain a sense of order in the world can start to learn the beginnings of self-control and how to relate
and to anticipate events. A wide variety of experience, which involves all to other people. In this period children can be encouraged to
the senses, encourages learning and an interest in the environment. develop their social and mental skills by people to whom they
have a positive attachment. Building on their communication skills, children
now begin to develop a sense of self and are more able to express their
needs and feelings. Alongside non-verbal communication children learn
a few simple words for everyday things and people. With encouragement
and plenty of interaction with carers, children’s communication skills
grow and their vocabulary expands very rapidly during this period.
Child Development Overview
16–26 months 22–36 months
Children in this phase are usually full of energy and need careful Children’s fine motor skills continue to develop and they enjoy
support to use it well. Growing physical strengths and skills mean making marks, using a variety of materials, looking at picture
that children need active times for exercise, and quiet times for books and listening to stories, important steps in literacy. Self-help
calmer activities. Playing with other children is an important new and independence soon emerge if adults support and encourage
area for learning. This helps children to better understand other children in areas such as eating, dressing and toileting. Praise for
people’s thoughts and feelings, and to learn how to cooperate new achievements helps to build their self-esteem. In this phase,
with others. Exploration and simple self-help builds a sense of children’s language is developing rapidly and many are beginning
self-confidence. Children are also learning about boundaries and to put sentences together. Joining in conversations with children is
how to handle frustration. Play with toys that come apart and an important way for children to learn new things and to begin to think about past,
fit together encourages problem solving and simple planning. present and future. Developing physical skills mean that children can now usually
Pretend play helps children to learn about a range of possibilities. walk, climb and run, and join in active play with other children. This is an important
Adults are an important source of security and comfort. time for learning about dangers and safe limits.
30–50 months 40–60+ months
00012-2007DOM-EN © Crown copyright 2007

An increased interest in joint play such as make-believe, During this period children are now building a stronger sense of
construction and games helps children to learn the important their own identity and their place in a wider world. Children are
social skills of sharing and cooperating. Children also learn learning to recognise the importance of social rules and customs,
more about helping adults in everyday activities and finding a to show understanding and tolerance of others, and to learn
balance between independence and complying with the wishes how to be more controlled in their own behaviour. Learning and
of others. Children still need the comfort and security of special playing in small groups helps to foster the development of social
people. Close, warm relationships with carers form the basis for skills. Children now become better able to plan and undertake
much learning, such as encouraging children to make healthy choices more challenging activities with a wider range of materials for
in food and exercise. At this stage children are becoming more aware of making and doing. In this phase children learn effectively in shared
their place in a community. Literacy and numeracy can develop rapidly activities with more able peers and adults. Literacy and problem
with the support of a wide range of interesting materials and activities. solving, reasoning and numeracy skills continue to develop.
Children’s language is now much more complex, as many become adept Children’s developing understanding of cause and effect is
at using longer sentences. Conversations with adults become a more encouraged by the introduction of a wider variety of equipment,
important source of information, guidance and reassurance. media and technologies.
ISBN 978-1-84478-886-6
A Unique Child The Early Years
1.1 Child Development Foundation Stage
Babies and children develop A skilful communicator

in individual ways and at ■ Babies are especially interested in other people and in
varying rates. Every area communicating with them using eye contact, crying,
cooing and gurgling to have ‘conversations’.
of development – physical,
■ Babies and children are sociable and curious, and they
cognitive, linguistic, spiritual, explore the world through relationships with others and
social and emotional, through all their senses.
■ Babies and children develop their competence in
is equally important. communicating through having frequent, enjoyable
interactions with other people, in contexts that
they understand.
■ Children learn to communicate in many ways, not just
by talking, but also in non-verbal ways such as gestures,
facial expressions and gaze direction, in drawing, writing
Child development and singing, and through dance, music and drama.
■ Every child is a unique individual with their own

characteristics and temperament.
■ Development is a continuous, complex interaction of A competent learner
environmental and genetic factors in which the body,
brain and behaviour become more complex. ■ Babies come into the world ready to learn and are
especially tuned to learn from other people and the
■ Babies and children mature at different rates and at
cultural and material environment.
different times in their lives.
■ Play and other imaginative and creative activities help
■ Babies and children are vulnerable and become resilient
children to make sense of their experience and ‘transform’
and confident if they have support from others.
their knowledge, fostering cognitive development.
■ Early relationships strongly influence how children
■ Language, thinking and learning are interlinked; they
develop and having close relationships with carers
depend on and promote each other’s development.
is very important.
■ What children can do is the starting point for learning.
■ Children learn better by doing, and by doing things with
other people who are more competent, rather than just
by being told.
EvEry Child MattErs • StAy SA fE • BE HEAlt H y • En j oy An D AC HiE v E • M Ak E A P oS itiv E Contr iB U tion • ACH iE v E E Cono M iC wEll- B Eing
A Unique Child: Child Development – Principle into Practice
Effective practice
■ Understand the processes involved in babies’
and children’s growth, development and learning.
■ Support babies and children to develop a positive sense
of their own identity and culture, this helps them to
develop a positive self-image.
■ Encourage, listen and respond to babies’ and
children’s communications, both non-verbal and verbal.
■ Acknowledge the different ways in which babies and
children learn, and be aware that learning is a process
that cannot be rushed.
■ Recognise that babies’ and children’s attitudes
and dispositions to learning are influenced by
feedback from others.

Challenges and dilemmas reflecting on practice
■ How to meet the differing and competing needs of Think about each child in the group. Consider their:
every child, while being ‘fair’ about time spent with ■ unique development;
individual children. ■ individual interests;
■ Listening carefully and waiting for a child who ■ communication style;
gets excited or pauses a lot when they are trying
■ learning style.
to communicate, so that they can complete
what they wanted to say. How is each child’s individual development supported
through all the experiences in the setting?
■ Recognising and praising effort as well as
achievement so that all children develop positive
attitudes to themselves as learners.
what do i do next?
• welfare requirements are explained in full in the
statutory Framework for the Early years Foundation stage booklet.
• CD tatum
The Early Years
Foundation Stage
Setting the Standards for Learning, Development
and Care for children from birth to five
• Areas of learning
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Understanding of the individual and diverse ways that children develop and learn. • research and resources are available on the CD-ROM.
1.2 Inclusive Practice Foundation Stage
The diversity of individuals

Children’s entitlements
and communities is valued

and respected. No child or ■ Allchildrenarecitizensandhaverightsandentitlements.
family is discriminated against. ■ Childrenshouldbetreatedfairlyregardlessofrace,
religionorabilities.Thisappliesnomatterwhatthey
thinkorsay;whattypeoffamilytheycomefrom;what
language(s)theyspeak;whattheirparentsdo;whether
theyaregirlsorboys;whethertheyhaveadisabilityor
whethertheyarerichorpoor.
■ Allchildrenhaveanequalrighttobelistenedtoand
valuedinthesetting.
Equality and diversity

■ Allchildrenhaveaneedtodevelop,which
ishelpedbyexploringanddiscoveringthe
peopleandthingsaroundthem.
■ Somechildren’sdevelopmentmaybeatrisk,
forexample: Early support

–children
whoaredisabledandthosewithspecialeducationalneeds;
■ It
isimportanttoidentifytheneedforadditionalsupportas
–those
fromsociallyexcludedfamilies,suchasthehomelessorthose earlyaspossible.Withoutitchildrenwillnotgetthehelp
wholivewithaparentwhoisdisabledorhasamentalillness; theyneedattherighttime,inthewaythatisrightforthem.
–children
fromtravellercommunities,refugeesorasylumseekersand ■ Early
supportforchildrenincludeslisteningtofamiliesand
thosefromdiverselinguisticbackgrounds. takingpartinasensitivetwo-wayexchangeofinformation.
■ Allchildrenareentitledtoenjoyafulllifeinconditionswhichwillhelpthem ■ For
childrenwiththemostsevereandcomplexadditional
takepartinsocietyanddevelopasanindividual,withtheirowncultural supportneedsyouneedtoplanjointlywitheveryone
andspiritualbeliefs. whoisincontactwiththechild.Thiswillcoordinatesupport
■ Practitionersensurethattheirownknowledgeaboutdifferentcultural andpromotelearningaseffectivelyaspossible.
groupsisup-to-dateandconsidertheirownattitudestopeoplewhoare ■ Knowing
whenandhowtocallinspecialisthelpisone
differentfromthemselves. importantelementofinclusivepractice.
EvEry Child MattErs • StAy SA fE • BE HEAlt H y • En j oy An d AC H I Ev E • M Ak E A P oS I tI v E ContrIB U tI on • ACHIE v E E Cono M IC wEll- B E Ing
A Unique Child: Inclusive Practice – Principle into Practice
Effective practice

■ Encouragechildrentorecognisetheirownuniquequalities
andthecharacteristicstheysharewithotherchildren.
■ Makesurethatyouactivelypromoteequal
opportunitiesandanti-discriminatorypractice,ensuring
thatallchildrenandfamiliesfeelincluded,safeandvalued.
Askparentswhetherthereisaneedforanyspecial
■
reflecting on practice
servicesandequipmentforchildrenwhomayrequire
additionalsupport.
Howwouldafamilyarrivingatyoursettingknowthatall
■ Supportchildrentomakefriendsandhelpthemtothink childrenarewelcomedandvalued?Byobserving:
aboutwhatmakesagoodfriend. ■ informationinpictures,wordsandsignsindicatinghow
togetattention?
■ awarmsmileandgreetingfromthereceptionist?
■ photographsshowingthenamesofstaff?
■ awelcomeboardshowingchildrenandfamilies
Challenges and dilemmas fromavarietyofcultures,saying“Welcome”in
00012-2007DOM-EN©Crowncopyright2007
differentlanguages?
■ Ensuringtheneedsofeverychildarefullymet,evenwhen ■ signs,symbols,photographsorobjectsrelating
temporarilyyouneedtospendmoretimewithachild tothelivesoffamilieswhousethesetting,for
whoisnewtothesettingorwhosebehaviourisgiving example,acharityeventinanearbyparkattended
risetoconcern. bychildrenandfamiliesfromthesetting?
■ Keepingafocusonthechild’sneedswhenaparent ■ displaysshowingdocumentationofchildren’splay,
alsohassignificantneeds. developmentandlearning?
■ Maintainingrecordssuitableforsharingwith ■ somewherecomfortabletosit?
colleaguesinaninter-agencyteamwhileacting
asapointofcontactforachildandtheirfamily.
what do I do next?
• Cd tatum
The Early Years
Foundation Stage
• Cd tatum
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under areas of Learning
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Practice in meeting all children’s needs, learning styles and interests. • research and resources are available on the CD-ROM.
1.3 Keeping Safe Foundation Stage
Young children are vulnerable.

Discovering boundaries
They develop resilience

when their physical and ■ Explainingboundaries,rulesandlimitsto
childrenhelpsthemtounderstandwhyrulesexist.
psychological well-being
■ Whenchildrenareclearaboutthelimitsonwhat
is protected by adults. theymayandmaynotdotheylearntodistinguish
rightfromwrong.
■ Havingconsistentboundariesforbehaviourathomeand
inthesettinghelpschildrenfeelconfidentbecausethey
knowwhatisandisnotacceptableineitherplace.
■ Whenchildrenreceivewarm,responsivecaretheyare
morelikelytofeelsecureandvaluedandtowantto
contributetomakingtheruleswhichmakethings‘fair’
foreverybody.
Being safe and protected

■ Babiesandchildrenarevulnerableastheyhave
littlesenseofdangerandonlylearntoassessrisks
withhelpfromadults. Making choices
■ Readingstoriesandpoemsabouteverydayeventsisa
goodwayofhelpingchildrentofocusonwhotheycan ■ Givingchildrenchoiceshelpsthemtolearnthatwhilethereare
trustandhowtokeepsafe. severaldifferentoptionstheycanonlychooseoneatatime.
■ However,beingoverprotectedcanpreventchildrenfrom ■ Childrenwhoaresupportedtomakechoiceslearnthat
learningaboutpossibledangersandabouthowtoprotect sometimestheycanhave,ordo,somethingnow,while
themselvesfromharm. atothertimestheymayhavetowaitlongerfora
particularchoice.
■ Learningwhentosay“No”andanticipatingwhenothers
willdosoispartoflearningtokeepsafe. ■ Makingchoicesaboutthingssuchaswhattheywilldoor
whattheywillwearhelpschildrenfeelsomesenseofcontrol
overtheirday.
■ Rememberthatchoicessometimesincludechoosingnotto
dosomething,suchaschoosingnottojoininwheneverybody
elseismovingtomusic!
EvEry Child MattErs • StAy SA f e • Be H eAlt H y • e n j oy An D AC Hi eve • M AK e A P oS i tiv e Contr i B U tion • ACH ie v e e Cono M iC we ll- B e ing
A Unique Child: Keeping Safe – Principle into Practice
effective practice

■ Allowbabiesandchildrentodothethingstheycan,help
themwiththethingstheycannotquitemanageanddo
thingsforthemtheycannotdoforthemselves.
■ Demonstrateclearandconsistentboundaries
andbereasonablewithexpectations.
■ Talkwithparentsabouttakingaconsistentapproach
tochallengingbehavioursuchasbitingorscratching.
■ Listentowhatchildrentellyou,andactonnon-verbal
signalsfromthem,especiallyfromchildrenwhoare
unabletovoicetheiranxieties.Alwaystakeaction
tofollowupanyconcerns,eveniftheseproveto
begroundless.
Challenges and dilemmas reflecting on practice

■ Maintainingarespectfuldialoguewithparentsorother Whatactivitiesorexperiencesinthesettinghelpchildren
professionalswhoseviewsaboutbehaviourorchild tothinkabout:
rearingdifferradicallyfromyourown. ■ thethingsthatmakethemfeelgoodaboutthemselves?
■ Providingsufficientopportunitiesandexperiences ■ thepeoplewhohelpthem?
forbabiesandchildrentointerestandinvolvethem ■ howtokeepthemselvessafe?
withoutcompromisingtheirsafetyatanytime.
■ howtorecogniseandavoidpossibledanger?
■ Givingchildrentimetothinkaboutwhatthey
■ reasonsformakingparticularchoices?
wantandtoexpresstheirwishes,ratherthan
steppingintohelpbymakingdecisionsforthem. ■ thereasontheyareallowedtodoortohavesomethings
andnototherthings?
■ Beingflexibleaboutapplyingimportantrules
whileremainingconsistentsothatchildren
donotbecomeconfused.
what do i do next?
• CD tatum
The Early Years
Foundation Stage
• CD tatum
ming eu feum
Development
quisi
bla feuiscin henis
bla feuiscin henis
nulput effective
including
nulput
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Practice
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ISBN: 978-1-84478-886-6
ISBN 978-1-84478-886-6
• grids
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the CD-ROM ero
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KEEP, Key Elements of Effective Practice, DfES Publications, Nottingham (ref 1201-2005 G): odoloreros nim delit. and Development.
under areas of Learning
relationships with both children and adults. • research and resources are available on the CD-ROM.
1.4 Health and Well-being Foundation Stage
Children’s health is an integral

Physical well-being
part of their emotional, mental,
social, environmental and ■ Physicalwell-beingincludesthegrowthand
physicaldevelopmentofbabiesandchildren.
spiritual well-being and is Theyhaveabiologicaldrivetousetheirphysicalskills
supported by attention to andbenefitfromphysicalactivity.
■ Being
physicallyhealthyisnotsimplyabouthaving
these aspects. nutritiousfood.Italsoincludeshavingacleanand
safeenvironment;appropriateclothes;healthcare;
mentalstimulation;accesstotheoutdoorsand
lovingrelationships.
■ For
babiesandchildrenrestandsleepareasimportant
asgoodfood.
■ Remember
thatchildrengaincontroloftheirwhole
bodiesgradually.
Growing and developing

■ Althoughnewbornbabiesvaryinsizetheir
growthratesareverysimilar. emotional well-being
■ Children’s
healthandwell-beingareaffectedbyboth
thegenestheyinheritandtheenvironmentinwhich ■ Babiesandchildrenhaveemotionalwell-beingwhentheir
theylive. needsaremetandtheirfeelingsareaccepted.Theyenjoy
■ Development
isveryrapidinthefirstthreeyears. relationshipsthatareclose,warmandsupportive.
■ Children
reallydothrivewhentheirphysicaland ■ Makingfriendsandgettingonwithothershelpschildren
emotionalneedsaremet. tofeelpositiveaboutthemselvesandothers.
■ Childrengainasenseofwell-beingwhentheyare
encouragedtotakeresponsibilityandtojoininbyhelping
withmanageabletasksthatinterestthem.
■ Childrenfeelasenseofbelonginginthesettingwhentheir
parentsarealsoinvolvedinit.
EvEry Child MattErs • StAy SA f e • Be H eAlt H y • e n j oy An d AC Hi eve • M Ak e A P oS itiv e Contr i B U tion • ACH ie v e e Cono M iC We ll- B e in G
A Unique Child: Health and Well-being – Principle into Practice
effective practice

■ Findthebestwaystooffercare,nurtureandlearningthatmatchthe
needsandinterestsoftheindividualbabyorchild.
■ Recognisethatparentsandgrandparentsmayhaveahugeamount
ofknowledgeabouttheirchildrenwhichtheymaybehappytoshare.
■ Provideopportunitiesforchildrentoexplore,playandlearninasafe
andsecureenvironment,rememberingthatchildren’smobilityand
Thinkaboutthefoodthatyoursettingencourages
movementareimportantfortheirdevelopment.
childrentoenjoy.
■ Havereasonablerulesthatfitwithchildren’srhythmsandgivea ■ How
doyouencouragechildrentoknowaboutand
patterntodailylife. choosehealthysnacks?
■ Recognisechildabuseandneglectandknowwhotoconsultifthere ■ Howarefoodsfromdifferentculturespresentedto
isacauseforconcern. children–asanoveltyorassomethingforwhichthey
maydevelopataste?
■ Howdoyouhelpchildrentolearnaboutthefoodchain
Challenges and dilemmas andplanting,growing,gathering,preparingandusing
differentfoods?

■ Ensuring
safetywithoutstoppingreasonablerisk-taking. Thinkabouttheopportunitieschildrenhavefor
activityandrest.
■ Recognising
theextrarequirementsofbabiesandchildrenwith
specialneeds,andplanninghowtoensurethesechildrenhave ■ Isthereabalanceofactivitiessothatbabiesand
accesstosimilaropportunitiesastheirpeers. childrencanbeinvolvedinactivitysomeofthetime
andrelaxorrestforsomeofthetime?
■ Fostering
thephysical,mentalandemotionalwell-beingof
everychildindividuallywhilerecognisingandmeetingchildren’s ■ Howdoestheenvironmentsupportchildren’s
needstobelongandbepartofagroup. choicestobeactiveortorest?Aretherequiet
placesordenswherechildrencanrelaxand
■ Maintaining
children’shealthyinterestintheirownbodies,their
interesting,largespacesforvigorousfreemovement?
ownwell-beingandfoodpreferences,whilehelpingthemto
understandwhysomechoicesarehealthierthanothers.
What do i do next?
• Welfare requirements are explained in full in the
• Cd tatum
The Early Years
Foundation Stage
• Cd tatum
ming eu feum
development
quisi
bla feuiscin henis
bla feuiscin henis
nulput effective
including
nulput
ISBN978-1-84478-886-6 practice, planning and resourcing at different stages are detailed
aciliquisse.
aciliquisse.
Practice
in• the
Grids con Guidance for the
00012-2007CDO-EN

ISBN: 978-1-84478-886-6
KEEP, Key Elements of Effective Practice, DfES Publications, Nottingham (ref 1201-2005 G): • Grids
booklet con
and onet nitCD-ROM.
conum
the CD-ROM ero
OK Media 02-2007
knowledge and understanding in order to actively support and extend odoloreros

Learning
children’s learning in and across all areas and aspects of learning. • research and resources are available on the CD-ROM.
Positive Relationships The Early Years
2 .1 Respecting Each Other Foundation Stage
Every interaction is based Friendships

on caring professional ■ Friendshipsandrelationshipsareanimportantpartof
relationships and respectful children’sdevelopmentfrombirth.
acknowledgement of ■ Aschildrendevelopsociallytheybegintochoosebest
friendsandshowpreferencesforthechildrentheywish
the feelings of children toplaywith.
and their families. ■ Whilefriendshipsandrelationshipsareasourceoffun,
theyalsoofferchildrenthechancetogiveandreceive
practicalhelpandemotionalsupport.
■ Rememberthatmakingfriendsisnoteasyforallchildren,
particularlythosewhoareshyorwhofinditdifficultto
cooperatewithothers.
Understanding feelings

■ Attimesweallexperiencestrongemotions Professional relationships
aswedealwithdifficultorstressfulevents.
■ Adultsandchildrenexperienceawiderangeoffeelings. ■ Ifyouvalueandrespectyourself,youwilldothesame
Childrengraduallylearntounderstandandmanagetheir toothers.
feelingswithsupportfromtheadultsaroundthem. ■ Professionalrelationshipsfocusonrespectingandvaluing
■ Recognisingtheirownfeelingshelpseveryoneto thestrengths,skillsandknowledgeofthepeopleyouwork
understandotherpeople’sfeelingsandtobecomemore withandrecognisingthecontributionmadebyeveryone
caringtowardsothers. inyoursetting.
■ Wheneachpersonisvaluedforwhotheyareand ■ Thereshouldbeopencommunicationtoensurethat
differencesareappreciated,everyonefeelsincludedand everyone’sviewsarelistenedtoandconsideredfairly,
understood,whatevertheirpersonality,abilities,ethnic alwayskeepingtheneedsofthechildrenfirmlyinmind.
backgroundorculture. ■ Professionalrelationshipsarebasedonfriendliness
towardsparents,butnotnecessarilyfriendship
withparents.
EvEry Child MattErs • Stay Sa F E • BE HE alt H y • En jOy an d acHiE v E • Mak E a P O Sitiv E cOnt RiB U ti On • ac H iE v E E c On OMic wEll- B Eing
Positive Relationships: Respecting Each Other – Principle into Practice
Effective practice

■ Maketimetolistentoparentstolearnabouttheirfeelings
andidentifyanyconcerns.
■ Beawarethatmanyfactorswillinfluencechildren’sand
families’sociability.Theymaybetired,stressedortrying
tocommunicateinmorethanonelanguage.
■ Helpchildrenwhofinditdifficulttogetonwithothers
byshowingthemhowtoplayandbefriendlywith
otherchildren.
■ Recognisethestrengthsofprofessionalrelationships
increatinganapproachthatbestmeetstheneedsof
individualchildren.
Reflecting on practice
challenges and dilemmas
Howdoesthesettingsupportmutualrespectbetween
■ Havingstrongfeelingsaboutanissuewhichmaybe thefollowing:
abarriertosupportingachildortheirfamilyifthey ■ individualstaffmembersorteams;
encounterasimilareventorexperience. ■ staffmembersandparents;
■ Havingstrongrelationshipsintheteamwhichmake ■ staffmembersandchildren;
otherteammembersfeelexcludedorinadequate ■ parentsandchildren;
sotheystopspeakingup.
■ childrenandchildren;
■ Maintainingaprofessionaldistancefromparents
whileworkingcloselyinpartnershipwiththem.
■ diversegroups?
what do i do next?
• cd tatum
The Early Years
Foundation Stage
• areas of learning
development
including
aciliquisse.
in• the Practice
00012-2007CDO-EN

ISBN: 978-1-84478-886-6
ISBN 978-1-84478-886-6

OK Media 02-2007
conum
the CD-ROM ero
Learning
Relationships with both children and adults. • Research and resources are available on the CD-ROM.
2 .2 Parents as Partners Foundation Stage
Parents are children’s first and Communication

most enduring educators. ■ Awelcomingatmospherewithapproachablestaffhelps
When parents and tocreateeffectivecommunication.
practitioners work together ■ Effectivecommunicationmeansthereisatwo-wayflow
ofinformation,knowledgeandexpertisebetweenparents
in early years settings, the andpractitioners.
results have a positive ■ Allcommunicationisimportant,includinggesture,
signingandbodylanguage.Actionscanspeaklouder
impact on children’s thanwords.
development and learning. ■ Posters,picturesandotherresourcesondisplaywillshow
thesetting’spositiveattitudestodisability,andtoethnic,
culturalandsocialdiversity.Theywillhelpchildrenand
familiestorecognisethattheyarevalued.
Respecting diversity

■ Allfamiliesareimportantandshouldbe
welcomedandvaluedinallsettings. learning together
■ Familiesarealldifferent.Childrenmaylivewithoneor
bothparents,withotherrelativesorcarers,withsame ■ Parentsandpractitionershavealottolearnfromeach
sexparentsorinanextendedfamily. other.Thiscanhelpthemtosupportandextendchildren’s
learninganddevelopment.
■ Familiesmayspeakmorethanonelanguageathome;
theymaybetravellers,refugeesorasylumseekers. ■ Parentsshouldreviewtheirchildren’sprogressregularlyand
contributetotheirchild’slearninganddevelopmentrecord.
■ Allpractitionerswillbenefitfromprofessional
developmentindiversity,equalityandanti- ■ Parentscanbehelpedtounderstandmoreaboutlearning
discriminatorypracticewhatevertheethnic,cultural andteachingthroughworkshopsonimportantareassuch
orsocialmake-upofthesetting. asplay,outdoorlearningorearlyreading.Someparents
maygoontoaccessfurthereducationattheirownlevel.
■ Intruepartnership,parentsunderstandandcontributeto
thepoliciesinthesetting.
EvEry Child MattErs • Stay Sa f e • Be H ealt H y • e n j oy an d aC H i eve • Mak e a P oSitiv e Cont RiBution • aCH ie v e e Cono M iC we ll- B e ing
Positive Relationships: Parents as Partners – Principle into Practice
effective practice

■ Displaylistsofwordsfromhomelanguagesusedby
childreninthesettingandinviteparentsandpractitioners
tocontributetothem.Seeingtheirlanguagesreflectedinthis
waywillencourageparentstofeelinvolvedandvalued.
■ Findoutfromparentsthegreetingstheyuseeitherin
Englishorinotherlanguages.Encouragestaff,parents Reflecting on practice
andchildrentousethegreetings.
■ Howdoyouopenupopportunitiesforinformal
■ Makesurethateveryonewhoentersthesetting
talkwithparents?
receivesafriendlywelcome.
■ Howdoyouknowparentsunderstandthesetting’s
■ Talkwithparentsabouttheirchildren’sprogressand
policiesonimportantareassuchaslearningandteaching,
development,providingappropriatesupportforthose
inclusionandbehaviour?Havetheybeeninvolvedin
whodonotspeakorunderstandEnglish.
drawingthemup?
■ parentsfortheirviewsonthecareandeducationyouprovide.
Ask
■ parentscontributetochildren’sprofiles?
Do
■ theyregularlyreviewtheirchildren’sprogresswithyou?
Do
■ youreallylistentoandvaluewhatparentssay?
Do
■ youprovideworkshopsandothersessions?
Do
Challenges and dilemmas ■ Doyourunfamilylearningcoursesorother
opportunitiesforparentstoaccesslearningand
■ Howtogetfathersinvolved.Thinkaboutplanning continuetocollegeandelsewhereifappropriate?
eventsthatarejustformen.Somemenmayfeelmore
■ Doesthedocumentationprovidedforparentsin
comfortableknowingthatothermenwillbethere.
yoursettingexplicitlyrecogniseandvaluethehard
■ Howtocommunicatewithparentswhoareworkingor jobinwhichtheyareengagedandtheirrolein
simplyverybusy.Askthemtoletyouknowtheirpreferred children’slearninganddevelopment?
timeandmethodofcontact,andbeflexible!Thismight
meangettingintouchbyletter,telephone,email,orbya
messagesentthroughafriend,relationorchildminder.
what do i do next?
• Cd tatum
The Early Years
Foundation Stage
development
including
aciliquisse.
in• the Practice
00012-2007CDO-EN

ISBN: 978-1-84478-886-6
ISBN 978-1-84478-886-6

OK Media 02-2007
conum
the CD-ROM ero
Learning
work with parents, carers and the wider community. • Research and resources are available on the CD-ROM.
2 .3 Supporting Learning Foundation Stage
Warm, trusting relationships Listening to children

with knowledgeable adults ■ Babies,veryyoungchildrenandthosewithspeech
support children’s learning orotherdevelopmentaldelayordisabilitymaynotsay
anythingverbally,thoughtheymaycommunicateagreat
more effectively than any dealinotherways.
amount of resources. ■ Photographsofactivitiesorapictureexchangesystem
helpchildrentorecordtheirlikesanddislikes.
■ TalkingwithchildrenmaytakeplaceinEnglishorin
theirhomelanguage,insigningorthroughbody
languageandgesture.
■ Whateverformofcommunicationisused,children
needspaceandtimetorespondandtoknowthatthe
practitionerisgivingfullattentionandencouragement
Positive interactions totheirthinking.
Effectivepractitionersworkinthefollowingways.
■ They
buildrespectfulandcaringrelationships
withallchildrenandfamilieswhilefocusingon effective teaching
learningandachievement.
■ Theyobservechildrensensitivelyandrespond ■ Teachingmeanssystematicallyhelpingchildrentolearn
appropriatelytoencourageandextendcuriosity sothattheymakeconnectionsintheirlearning,areactively
andlearning. ledforward,andcanreflectontheirlearning.
■ Byobservingandlisteningtheydiscoverwhatchildrenlike ■ Themorepractitionersknowabouteachchild,thebetter
todo,andwhentheyfeelconfident,scaredorfrustrated. theyareabletosupportandextendeachchild’slearning.
■ Theyareabletotuneinto,ratherthantalkat,children, ■ Childrenneedandwillrespondpositivelytochallenges
takingtheirleadanddirectionfromwhatthechildren iftheyhaveagoodrelationshipwiththepractitionerand
sayordo. feelconfidenttotrythingsout.Theyshouldn’tfearfailure
orridicule.
■ Practitionerswhoreallyknowthechildrenareabletojudge
whentheyarereadytobetaughtnewskills.
EvEry Child MattErs • Stay Sa f e • Be H ea Lt H y • e n j oy an d acH i eve • Mak e a P oSitiv e cont RiBution • ac H ie v e e conoM ic weLL- B e ing
Positive Relationships: Supporting Learning – Principle into Practice
effective practice

■ Motivatechildrentoconcentrateandtotryseveralwaystomake
somethingworkratherthangivingup.Useencouraging,friendlyand
livelyapproachestosupportchildrenandincreasetheirmotivation.
■ Modelactivelisteningwhenlisteningtochildren;whensupportinga
childwhoisbeingcallednamesorharassed;whentakingturnsinthe
conversation;andwhenshowingrespectforwhatachildhastosay.
■ Helpchildrenbuildonpriorlearningbypitchingactivities,suchasaplay
orastory,atalevelthatisdemandingbutstillwithinthechildren’sreach. Reflecting on practice
■ Modelbeingalearnerasyouworkwithchildren.Forexample,“Iam
goingtohavetothinkhardabouthowtohelpmysongetintoourhouse Thinkaboutthechildrenwithwhom
becausehehasforgottenhiskeyandnobodywillbetheretolethimin youwork.
thedoor.CananyonehelpmethinkwhatIcando?”. ■ Do
theyknowthatyouaregenuinely
pleasedtoseethemalleachday?
■ Aretheresomechildrenitisharder
togettoknowandbuildpositive
relationshipswith?Whatcouldyou
challenges and dilemmas dotoensurethatyougettoknow
thembetter?
■ Makingtimetoreallylistentochildren’sviewsandtoact
Setupataperecorderwhenyouare
onthemevenwhentheydonotmatchadults’views!
involvedinasmallgroupactivity.
■ Puttingintopracticeawrittenpolicyoflisteningto
■ Whodoesthemosttalkingand
childrenwhoarenon-verbal,orwhousealternative
whatsortoftalkisit?
communicationsystemsorarelearningEnglish
asanadditionallanguage,whentimeand ■ Whatmessagesdoesthisgivethe
resourcesareunderpressure. children?Whatarethemessages
foryourpractice?
■ Identifyingjusttherightmomenttointerveneand
movechildren’slearningon,byperhapsjoiningin
oraskingaquestion.
what do i do next?
• cd tatum
The Early Years
Foundation Stage
• areas of Learning
development
including
aciliquisse.
in• the Practice
00012-2007CDO-EN

ISBN: 978-1-84478-886-6
KEEP, Key Elements of Effective Practice, DfES Publications, Nottingham (ref 1201-2005 G): booklet and on the CD-ROM.
OK Media 02-2007
conum
the CD-ROM ero
Learning
children’s learning in and across all areas and aspects of learning. • Research and resources are available on the CD-ROM.
2 .4 Key Person Foundation Stage
A key person has special

Shared care
responsibilities for working

with a small number of ■ Akeypersonmeetstheneedsofeachchildintheir
careandrespondssensitivelytotheirfeelings,ideas
children, giving them the andbehaviour.
reassurance to feel safe ■ Akeypersontalkstoparentstomakesurethatthe
and cared for and building childisbeingcaredforappropriatelyforeachfamily.
■ Acloseemotionalrelationshipwithakeypersonin
relationships with their thesettingdoesnotunderminechildren’stieswith
parents. theirownparents.
■ Carefulrecordsofthechild’sdevelopmentandprogress
arecreatedandsharedbyparents,thechild,thekey
personandotherprofessionalsasnecessary.
Secure attachment

■ Akeypersonhelpsthebabyorchildtobecome
familiarwiththesettingandtofeelconfidentand
safewithinit. independence
■ Akeypersondevelopsagenuinebondwithchildren
andoffersasettled,closerelationship. ■ Babiesandchildrenbecomeindependentbybeingable
todependuponadultsforreassuranceandcomfort.
■ Whenchildrenfeelhappyandsecureinthiswaythey
areconfidenttoexploreandtotryoutnewthings. ■ Children’sindependenceismostobviouswhentheyfeel
confidentandself-assured,suchaswhentheyareintheir
■ Evenwhenchildrenareolderandcanholdspecial
ownhomewithfamily,orwithfriendsandfamiliarcarers
peopleinmindforlongerthereisstillaneedforthemto
suchasakeyperson.
haveakeypersontodependoninthesetting,suchas
theirteacherorateachingassistant. ■ Babiesandchildrenarelikelytobemuchlessindependent
whentheyareinnewsituations,suchasanewgroupor
whentheyfeelunwelloranxious.
EvEry Child MattErs • Stay Sa f e • Be H ealtH y • e n j oy an d acH i eve • MaK e a P oSitiv e cont RiBution • ac H ie v e e conoM ic we ll- B e ing
Positive Relationships: Key Person – Principle into Practice
effective practice

■ Ensurethatrotasarebasedonwhenakeyperson
isavailableforeachchild.
■ Provideasecondkeypersonforchildrensothat
whenthemainkeypersonisawaythereisafamiliar
andtrustedpersonwhoknowsthechildwell.
■ Plantimeforeachkeypersontoworkwithparents
sothattheyreallyknowandunderstandthechildren
intheirkeygroup.
■ Aschildrenmovegroupsorsettings,helpthem
tobecomefamiliarwiththeirnewkeyperson.
challenges and dilemmas Reflecting on practice

■ Reassuringothersthatchildrenwillnotbecometoo Imaginewhatyoursettingseemsliketoaparentandtheir
dependentonakeypersonorfinditdifficulttoadjustto childwhentheyfirstarrive.Itmayseembusy,friendly,noisy,
beingamemberofagroup. lively,excitingandfuntoyou.
■ Howmightitseemtoananxiousparentandtheiryoung
■ Meetingchildren’sneedsforakeypersonwhile
beingconcernedforstaffwhomayfeelover-attached childof18monthswhohasjustexperiencedaviolent
toachild. familybreak-up?
■ Reassuringparentswhomaybeconcernedthat ■ Howmightitseemtoafive-year-oldwhohasbeenliving
childrenmaybemoreattachedtostaffthantothem. inoneroomwithaparentwhoisdepressedandmakes
littleconversation?
■ Supportingchildren’stransitionswithinandbeyond
asetting,particularlyaschildrenreachfourorfive
yearsofage.
what do i do next?
• cd tatum
The Early Years
Foundation Stage
development
including
aciliquisse.
in• the Practice
00012-2007CDO-EN

ISBN: 978-1-84478-886-6
ISBN978-1-84478-886-6

OK Media 02-2007
conum
the CD-ROM ero
Learning
Relationships with both children and adults. • Research and resources are available on the CD-ROM.
Enabling Environments The Early Years
3 .1 Observation, Assessment and Planning Foundation Stage
Babies and young children are Planning

individuals first, each with ■ Planningcanbeforthelong-/medium-termandcanshow
a unique profile of abilities. howthePrinciplesoftheEYFSwillbeputintopractice.
Schedules and routines should ■ Someplanningwillbeshort-term–foraweekoraday
andwillshowhowyouwillsupporteachchild’slearning
flow with the child’s needs. anddevelopment.
All planning starts with ■ Thisplanningalwaysfollowsthesamepattern–observe,
analyse,andusewhatyouhavefoundoutaboutthe
observing children in order childreninyourgroupsothatyouplanforthenextsteps
to understand and consider intheirlearning.
their current interests,

development and learning.
Assessment

■ Assessmentsarethedecisionsyoumakeusingwhatyouhave
observedaboutachild’sdevelopmentand/orlearning.
Starting with the child ■ Onetypeofassessment,oftenreferredtoasassessmentforlearning
orformativeassessment,iswhatyoudoeverydaywhenyouobserve
■ Observechildrentofindoutabouttheirneeds,whatthey childrenandnotetheirinterestsorabilities.
areinterestedinandwhattheycando.
■ Anothertypeofassessmentisusedtogiveasummaryofachild’s
■
Note children’sresponsesindifferentsituations. achievementsataparticularpointintimesothattheirprogresscan
■ Analyseyourobservationsandhighlightchildren’s betracked.Thisisknownassummativeassessment.TheEYFS
achievementsortheirneedforfurthersupport. Profileisasummativeassessmentofeachchild’sachievementat
■ Involveparentsaspartoftheongoingobservationand theendoftheEYFS.
assessmentprocess. ■ YoumaybeinvolvedincontributingtotheCommonAssessment
Framework(CAF)forachildwhohasadditionalneeds.TheCAF
isastandardisedassessmentwhichgivesafullpictureofachild’s
additionalneedsatanystage.Itincludesinformationfromthechild
andtheirparentsandcoversallaspectsofachild’s
developmentincludinghealth,educationand
socialdevelopment.
EvEry Child MattErs • StAy SA fE • BE HEAlt H y • En jOy An d AcH iE v E • M AkE A P O Sitiv E cOntr iButi On • Ac H iE v E E cOn OM ic wEll- B Eing
Enabling Environments: Observation, Assessment and Planning – Principle into Practice
Effective practice

■ Whenyouareplanningrememberthatchildrenlearn
fromeverything,eventhingsyouhaven’tplannedfor
–suchasafallofsnow.
■
Plan toobserveaspartofthedailyroutine.
■ Analyseyourobservationstohelpyouplan
‘whatnext’forindividualsandgroupsofchildren.
■
Developrecordsoflearninganddevelopment.
■ Ensurethatparentshaveregularopportunitiesto
addtorecords.
Itisimportanttoconsiderallthefactorsthataffectchildren’s
developmentandlearning.
■ Aretheviewsofparentsandpractitionersreflectedin
challenges and dilemmas children’srecords?
■ Doyoureviewtheenvironmentandtheresourcesafter
■ Ensuringflexibilityinplanningforthegroup,while eachsession?
keepingafocusonchildren’sindividualandpresent
■ Doyouthinkaboutwhichchildrenwereinvolvedin
learningneeds,orinterestsandachievements.
differentactivitiesandusethisinformationtoplanfurther?
■ Planningtimeforregularobservationsofchildren
whoattendthesettingonanirregularbasis.
■ Involvingparentsincontributingtotheobservation,
assessmentandplanningcyclewhentheyare
alreadybusy.
■ Creatingrecordsthatareclearandaccessibleto
everybodywhoneedstoseethem.
what do i do next?
• cd tatum
The Early Years
Foundation Stage
development
including
aciliquisse.
in• the Practice
00012-2007CDO-EN

ISBN: 978-1-84478-886-6
ISBN978-1-84478-886-6

OK Media 02-2007
conum
the CD-ROM ero
Learning
Practice in meeting all children’s needs, learning styles and interests. • research and resources are available on the CD-ROM.
3 .2 Supporting Every Child Foundation Stage
The environment supports

The learning journey
every child’s learning

through planned experiences ■ Learningisacontinuousjourneythroughwhichchildren
buildonallthethingstheyhavealreadyexperiencedand
and activities that are comeacrossnewandinterestingchallenges.
challenging but achievable. ■ Everychild’slearningjourneytakesapersonalpathbased
ontheirownindividualinterests,experiencesandthe
curriculumonoffer.
■ AllareasofLearningandDevelopmentareconnected
andallareequallyimportant.
■ Thesupportchildrenreceiveastheylearnispersonalised
tomeettheirindividualneedsandtoextendtheirtalents.
Children’s needs

■ Childrenneedsensitive,knowledgeableadults
whoknowwhenandhowtoengagetheirinterests
andhowtooffersupportatdifferenttimes. working together
■ Childrenbenefitfromarangeofexperiences,including
thosethatarepredictable,comfortingandchallenging. ■ Asettingwhichrecognisestheneedsofeverychildplans
learningjourneyswhicharesuitableforgroupsbutflexible
■ Whenchildren’sphysicalandemotionalneedsaremet
enoughtocaterforindividualpathwaysalongtheway.
theyaremorereadytotakeadvantageoftheplayand
learningopportunitiesonoffer. ■ Whenchildren’sneedsarecentraltothelearningprocess
childrenarelistenedto.
■ Parentsandprofessionalsworktogethertoidentifywhat
isnecessaryforeachchildatanyparticulartime.
■ Settingscommunicateandworktogetherforthebenefit
ofchildren,sotherecanbecontinuityintheirlearning.
EvEry Child MattErs • STay Sa f E • BE HE alT H y • En j oy an d aC HiE v E • MakE a P oSi Tiv E ConT r iBu Tion • aCH iE v E E Cono M iC wEll- B E ing
Enabling Environments: Supporting Every Child – Principle into Practice
Effective practice

■ Understandthecomplexrelationshipbetweenchilddevelopment
andhowchildrenlearn.Plantoprovideappropriate,realistic
experiencesthatbuildonchildren’sinterests.
■ Usetheexperienceschildrenbringfromhomesuchastheir
family,theshopsortheparkasthestartingpointfortheirlearning.
■ Maintainaclearviewofthelearningjourneyforallchildrenbut
providedifferentlearningopportunitiesforindividualchildrenor
groupswhomayneedextrasupportormorechallenge.
■ Involvepeoplefromthewidercommunitytofamiliarisechildren
withthosewhoworktogethertosupporttheirlearning.
Challenges and dilemmas
Eventhemostordinaryeventscanbemademore
■ Recognisingthatwhileasettingmayhaveverygood excitingandinterestingwhenyougivesomethoughttoit.
writtenpolicies,inpracticethereisagapbetweenthe Thinkabout:
thingsthatarewrittendownandtherealityofthe ■ goingtothetoilet–guessinghowmanystridesitwilltake
day-to-dayexperience. forthepractitionerandthechildtogetthere;
■ Keepingindividualisedplanningrealisticwhile ■ settingthetable–makingupasongabout
maintainingafocusonbroaderlearningoutcomes. ‘jumpingbeans’;
■ Combiningtheknowledge,skillsandexpertiseof ■ gettingreadytogohome–makingupastorywhichhas
parents,staffmembersandofthemulti-disciplinary ‘andthen’aftereach‘event’untiltheending:“andthen
teamtosupportchildren’slearningandprogress. wewillbebackathome”.
what do i do next?
• Cd tatum
The Early Years
Foundation Stage
development
including
aciliquisse.
in• the Practice
00012-2007CDO-EN

ISBN: 978-1-84478-886-6
OK Media 02-2007
conum
the CD-ROM ero
Learning
3 .3 The learning Environment Foundation Stage
A rich and varied environment

The outdoor environment
supports children’s learning and

development. It gives them the ■ Beingoutdoorshasapositiveimpactonchildren’s
senseofwell-beingandhelpsallaspectsofchildren’s
confidence to explore and development.
learn in secure and safe, ■ Beingoutdoorsoffersopportunitiesfordoingthingsin
yet challenging, indoor differentwaysandondifferentscalesthanwhenindoors.
■ Itgiveschildrenfirst-handcontactwithweather,seasons
and outdoor spaces. andthenaturalworld.
■ Outdoorenvironmentsofferchildrenfreedomtoexplore,
usetheirsenses,andbephysicallyactiveandexuberant.
The emotional environment

■ Theemotionalenvironmentiscreatedbyallthe
peopleinthesetting,butadultshavetoensure
thatitiswarmandacceptingofeveryone. The indoor environment
■ Adultsneedtoempathisewithchildrenandsupport
theiremotions. ■ Theindoorenvironmentprovidesasafe,secureyet
challengingspaceforchildren.
■ Whenchildrenfeelconfidentintheenvironmenttheyare
willingtotrythingsout,knowingthateffortisvalued. ■ Forsomechildren,theindoorenvironmentislike
asecond‘home’,providingaplaceforactivity,rest,
■ Whenchildrenknowthattheirfeelingsareacceptedthey
eatingandsleeping.
learntoexpressthem,confidentthatadultswillhelpthem
withhowtheyarefeeling. ■ Theindoorenvironmentcontainsresourceswhichare
appropriate,wellmaintainedandaccessibleforallchildren.
■ Indoorspacesareplannedsothattheycanbeused
flexiblyandanappropriaterangeofactivitiesisprovided.
EvEry Child MattErs • STay Sa f E • BE HE alT H y • En j oy an d acHiE v E • Mak E a P oSi Tiv E con Tr i Bu Tion • ac H iE v E E cono M ic wEll- B E ing
Enabling Environments: The learning Environment – Principle into Practice
Effective practice

■ Understand
thatsomechildrenmayneedextrasupporttoexpress
theirfeelingsandcometotermswiththem.
■ Encourage
childrentohelptoplanthelayoutoftheenvironment
andtocontributetokeepingittidy.
■ Ensure
thatchildrenhaveopportunitiestobeoutsideonadaily
basisallyearround.
■ Help
childrentounderstandhowtobehaveoutdoorsandinsideby
talkingaboutpersonalsafety,risksandthesafetyofothers. reflecting on practice
■ Create
anindoorenvironmentthatisreassuringandcomfortingforall
children,whileprovidinginterestthroughnoveltyfromtimetotime. ■ Whatsupportisavailableto
■ Where
possiblelinktheindoorandoutdoorenvironmentssothat practitionerswhomayfeel‘drained’
childrencanmovefreelybetweenthem. emotionallywhenachildrequires
extensivesupportfortheirfeelings
ofsadness,angerorfrustration?
■ Howwelldoyoureflectexamplesof
challenges and dilemmas outdoorlearninginyourobservations
andassessmentsofchildren?
■ Findingwaystopromotetheimportanceandvalueoftheoutdoor ■ Doesindoorprovisionmeettheneeds
environmenttoallthoseinvolvedinthesetting,forexample,the
ofallthechildrenasbothaplaceto
seniormanagementteam,otherprofessionals,staffandparents.
feel‘athome’andaplacetolearn?
■ Meetingtheneedsofchildrenofdifferentagesinashared ■ Howdoyouensurethatthe
outdoorspace.
deploymentofstaffisflexible
■ Overcomingproblemsinaccessingandusingtheoutdoor enoughtorespondtotheflow
environmentbecauseofthedesignororganisation andmovementofchildrenbetween
ofthebuilding. indoorsandoutdoors?
■ Ensuringtheindoorenvironmentis‘homely’enoughtofeel
comfortablewhileprovidinganenvironmentsuitableforlearning.
what do i do next?
• cd tatum
The Early Years
Foundation Stage
development
including
aciliquisse.
in• the Practice
00012-2007CDO-EN

ISBN: 978-1-84478-886-6
OK Media 02-2007
conum
the CD-ROM ero
Learning
3 .4 The wider context Foundation Stage
working in partnership with other

Multi-agency working
settings, other professionals and

with individuals and groups in the ■ InordertoachievetheEvery Child Mattersoutcomes
forchildren–beinghealthy,stayingsafe,enjoyingand
community supports children’s achieving,makingapositivecontributionandachieving
development and progress economicwell-being–practitionersneedtowork
togetheracrossservices.
towards the outcomes of
■ Thismayinvolve,forexample,workingwithhomevisitors,
Every Child Matters: being outreachworkers,healthorsocialcareprofessionals,
ethnicminorityachievementservicestaff,librariansor
healthy; staying safe;
localartists.
enjoying and achieving; ■ Tobestsupportchildrenandtheirfamiliesallthesegroups
making a positive contribution needtocommunicatewell,listencarefullytoallconcerned
andtoputthechildren’sneedsfirst.
and economic well-being.
Transitions and continuity The community

■ Childrenmaymovebetweenseveraldifferentsettingsin ■ Everysettingispartofitscommunityeventhoughnotall
thecourseofaday,aweek,amonthorayear. thechildrenmayliveinthesurroundingneighbourhood.
■ Children’ssocial,emotionalandeducationalneedsare ■ Thelocalcommunitymaycontainmanydifferentracial,
centraltoanytransitionbetweenonesettingandanother culturalorreligiousgroups.Evenifitdoesn’t,therewillbe
orwithinonesetting. childrenandadultsofvariousageswithdifferentviews,
■ Somechildrenandtheirparentswillfindtransitiontimes beliefsandbackgroundsusingthesetting.
stressfulwhileotherswillenjoytheexperience. ■ Whenthesettingvaluesthelocalcommunityitcan
■ Effectivecommunicationbetweensettingsiskeyto encouragethedifferentcommunitygroupstowork
ensuringthatchildren’sneedsaremetandthereis togetherforthebenefitofall.
continuityintheirlearning.
EvEry Child MattErs • STay Sa f E • BE HE alT H y • En j oy an d acHiE v E • Mak E a P oSi Tiv E con Tr i Bu Tion • ac H iE v E E cono M ic wEll- B E ing
Enabling Environments: The wider context – Principle into Practice
Effective practice

■ Ensurethatparentsarekeptinformedinadvanceaboutwhatwillhappen
attransitiontimes,suchaswhenchildrenjointhesetting.
■ Involveparentsattransitiontimes,valuingwhattheysayand
encouragingthemtostaywiththeirchildrenwhiletheysettlein.
■ Whenchildrenattendseveralsettingsensurethatpractitioners
fromeachsettingregularlysharethechildren’sdevelopment
andlearningrecordsandanyotherrelevantinformation.
■ Taketimetolistentocolleaguesfromotherprofessional
backgroundsandbeopenaboutdifferencesoflanguageandapproach.
■ Involvechildreninlearningwhichtakesthemintothelocalcommunity,
suchaswalkingtotheshops.
■ Invitemembersofthelocalcommunityintothesettingtosharetheirexpertise,
forexample,digginganewflowerbedortalkingabouttheirownchildhood.
challenges and dilemmas reflecting on practice

■ Findingtimetorecordchildren’sprogressand ■ Doyouhaveapolicyfortransitionandcontinuitywhichis
developmentinwayswhichcanbeeasilyshared sharedwitheveryoneinvolvedbothinandbeyondthesetting?
acrossagencies. ■ Howdoyouhelpchildrenandfamilieswhoarenewtothearea
■ Findingsufficienttimetoreallyinvolveparentsfully oryoursettingtosettleinandgettoknowpeople?Whatisthe
indecisionsmadeabouttheirchildren. roleofthekeypersoninthis?
■ Maintaininggoodrelationshipswithprofessionals ■ Howwelldostaffknowthelocalareaandusethisknowledge
whomyouonlyseeonceinawhile. inplanningforchildren’slearning?
what do i do next?
• cd tatum
The Early Years
Foundation Stage
development
including
aciliquisse.
in• the Practice
00012-2007CDO-EN

ISBN: 978-1-84478-886-6
ISBN978-1-84478-886-6

OK Media 02-2007
conum
the CD-ROM ero
Learning
work with other professionals within and beyond the setting. • research and resources are available on the CD-ROM.
Learning and Development The Early Years
4 .1 Play and exploration Foundation Stage
Children’s play reflects their wide

adult involvement
ranging and varied interests

and preoccupations. In their ■ Playcomesnaturallyandspontaneouslytomostchildren,
thoughsomeneedadultsupport.
play children learn at their
■ Practitionersplanandresourceachallengingenvironment
highest level. Play with peers wherechildren’splaycanbesupportedandextended.
is important for children’s ■ Practitionerscanextendanddevelopchildren’slanguage
andcommunicationintheirplaythroughsensitive
development. observationandappropriateintervention.
■ Practitionersalwaysinterveneinplayifitisracist,sexist
orinanywayoffensive,unsafe,violentorbullying.
Learning through experience

■ Childrenhavetoexperienceplayphysically
andemotionally.
■
Children mayplayaloneorwithothers. contexts for learning

■ Intheirplaychildrenusetheexperiencestheyhave
■ Childrenneedplentyofspaceandtimetoplay,both
andextendthemtobuildupideas,conceptsandskills.
outdoorsandindoors.
■ Whileplayingchildrencanexpressfearsandre-live
■ Childrenwhoareallowedtoplaywithresourcesand
anxiousexperiences.Theycantrythingsout,solve
equipmentbeforeusingthemtosolveaproblemare
problemsandbecreativeandcantakerisksanduse
morelikelytosolvetheproblemsuccessfully.
trialanderrortofindthingsout.
■ Makingdensanddressing-upareanintegralpartof
children’splayandtheydon’trequireexpensiveresources.
■ Role-playareasallowchildrentotakeonandrehearse
newandfamiliarroles.
EvEry Child MattErs • Stay Sa f e • Be H eaLt H y • e n j oy an D acH Ieve • Mak e a P o S I tI v e contr IB utI on • ac HIe v e e conoM Ic weLL- B eI ng
Learning and Development: Play and exploration – Principle into Practice
effective practice

■ Provide
flexibleresourcesthatcanbeusedinmanydifferentways
tofacilitatechildren’splayandexploration.Thesemightinclude
lengthsofplasticguttering,tubingandwateringcansnearthesand
andwaterplayareas;lengthsoffabricandclothespegsinabox;
largepaintbrushesandbucketsneartheoutsidetap;boxes,clothes
horses,oldblanketsandtableclothstomakedensandshelters.
■ Observe
children’splayandhelpchildrentojoininiftheyfindithard
tobeincluded,butwatchandlistencarefullybeforeintervening.
■ Find
outhowchildrenplayathomeandvaluedifferentcultural
approachestoplay. reflecting on practice
■ Value
playwhichisbasedonpeoplesuchassuperheroeswhomay
meanalottochildren,evenifyoudonotappreciatethemyourself! ■ Imaginethatit’salovelysunnyday.Youaresitting
■ Tell
andreadstoriesandencouragechildrentoactthemout. outsideunderatreereadingastorytoagroup
ofattentivegirlswhensuddenlythepeaceis
shatteredbyagroupofboysrunningaroundthe
tree,shoutingloudlyandwavingsticks.Yougather
thattheyaresuperheroesonamissionandthey
runofftoanothertreetodothesamethingthere.
challenges and dilemmas Afterafewminutestheyrunbacktotheirden,
disappearinsideforafewsecondsandthencome
■ Valuingtheplayofallthechildren,eventhosewhotendto outagaintorunaroundshouting.
playnoisilyoroftenbasetheirplayonthemeswithwhich ■ Howwouldyoureact?Why?Doesyourreaction
youareunfamiliar. haveanythingtodowithwhetheryouaremale
■ Knowingwhentogetinvolvedandwhentoallow orfemale?
childrentocarryonplaying.
what do I do next?
• cD tatum
The Early Years
Foundation Stage
Development
including
aciliquisse.
in• the Practice
00012-2007CDO-EN

ISBN: 978-1-84478-886-6
ISBN978-1-84478-886-6

OK Media 02-2007
conum
the CD-ROM ero
Learning
understanding of the individual and diverse ways that children develop and learn. • research and resources are available on the CD-ROM.
4 .2 active Learning Foundation Stage
Children learn best through

Decision making
physical and mental

challenges. Active learning ■ Activelearnersneedtohavesomeindependence
andcontrolovertheirlearningtokeeptheirinterest
involves other people, objects, andtodeveloptheircreativity.
ideas and events that engage ■ Aschildrenbecomeabsorbedinfindingoutaboutthe
and involve children for worldthroughtheirexplorations,investigationsand
questionstheyfeelasenseofachievementandtheir
sustained periods. self-esteemandconfidenceincrease.
■ Aschildrengrowinconfidencetheylearntomake
decisionsbasedonthinkingthingsthroughina
logicalway.
Mental and physical involvement

Personalised learning
■ Tobementallyorphysicallyengagedinlearning,children
needtofeelatease,secureandconfident. ■ Personalisedlearninginvolvesplanningforeachchild,
■ Activelearningoccurswhenchildrenarekeentolearn ratherthanthewholegroup.Itshouldalsoinvolveparents
andareinterestedinfindingthingsoutforthemselves. intheirchild’sdevelopmentandlearning.
■ Whenchildrenareactivelyinvolvedinlearningtheygain ■ Begintoplanforpersonalisedlearningbyknowingabout
asenseofsatisfactionfromtheirexplorations eachchild’swell-being.
andinvestigations. ■ Lookatchildren’sinvolvementintheirlearningaswell
■ Whenchildrenengagewithpeople,materials,objects, asatthenatureandqualityofadultinteractionsin
ideasoreventstheytestthingsoutandsolveproblems. children’slearning.
Theyneedadultstochallengeandextendtheirthinking.
EvEry Child MattErs • Stay Sa f e • Be H eaLt H y • e n j oy an D acHi eve • Mak e a P o Sitiv e contr i Bution • ac H ie v e e conoM ic weLL- B e ing
Learning and Development: active Learning – Principle into Practice
effective practice

■ Ensurechildren’swell-beingandinvolvementinlearningbymaking
eachchildfeelsecureandconfident,andallowingthemsome
controlovertheirlearning.
■ Haverealisticexpectationsofeverychildbasedoninformationfrom
parents,whatchildrenthemselves‘tell’youandfromobservation.
■ Reviewyourenvironmenttoensurethatitisinteresting,attractive
andaccessibletoeverychildsotheycanlearnindependently.
■ Makelearningplansforeachchildbasedoninformationgained
fromtalkingtothem,theirparentsandyourcolleaguesandby
challenges and dilemmas observingthechild.
■
Recognise thateverychild’slearningjourneyisuniquetothem.
■ Makingsufficienttimeforbusystaffto
reflectonwhathasbeenobservedabout
individualchildrenandtoreachconclusions
aboutwhathasbeenlearned.
Howtomaketheprincipleofactivelearning reflecting on practice
■
afoundationforlearningwhilemaintaining
afocusonplanningforthegroup. Childrendevelopandlearninmanydifferentways.How
doesyoursettingtakethisintoaccountinplanningfor:
■ Graduallygivingchildrengreater
■ anindividualsession;
independenceintheirlearningwhile
retainingcontroloverthecurriculum. ■ aweek;
■ Givingchildrentimetofollowaparticular ■ sixweeks;
lineofenquirygiventheconstraintsof ■ ayear?
yourroutinesandaccesstoareassuchas Iseverychild’slearningjourneyreflectedonandcelebrated
outdoorspaces. withthechild,parentsandpeers?Howdoyoudothis?
what do i do next?
• cD tatum
The Early Years
Foundation Stage
Development
including
aciliquisse.
in• the Practice
00012-2007CDO-EN

ISBN: 978-1-84478-886-6
ISBN978-1-84478-886-6

OK Media 02-2007
conum
the CD-ROM ero
Learning
understanding of the individual and diverse ways that children develop and learn. • research and resources are available on the CD-ROM.
4 .3 Creativity and Critical Thinking Foundation Stage
When children have opportunities to

Transforming understanding
play with ideas in different situations

and with a variety of resources, they ■ Newconnectionshelptotransformourunderstanding
butthiscanoftenbealongprocess.
discover connections and come
■ Forexample,childrenmayneedtorun,jumpandwalk
to new and better understandings throughpuddlesmanytimestocheckoutwhathappens.
and ways of doing things. Inthiswaytheybegintounderstandmoreaboutthe
effectofforceonwater(KUW).Theylearnhowtostay
Adult support in this process steadyontheirfeetonaslipperysurface(PD).Theymight
createalittledanceaboutsplashing(CD)orsayarhyme
enhances their ability to think
suchas‘DoctorFoster’(CLL).
critically and ask questions. ■ Effectivepractitionersrecordtheprocessesthatchildren
gothrough.Thiswillhelpeveryonetoseehowthe
children’sthinkingisdeveloping.Bothchildrenandadults
canthentalkaboutthelearningthathastakenplace.
Making connections

■ Beingcreativeinvolvesthewholecurriculum,not
justthearts.Itisnotnecessarilyaboutmakingan
end-productsuchasapicture,songorplay.
■ Childrenwillmoreeasilymakeconnectionsbetweenthings Sustained shared thinking
they’velearnediftheenvironmentencouragesthemtodoso.
Forexample,theyneedtobeabletofetchmaterialseasily ■ Inthemosteffectivesettingspractitionerssupportandchallenge
andtobeabletomovethemfromoneplacetoanother. children’sthinkingbygettinginvolvedinthethinkingprocess
withthem.
■ Effectivepractitionersvalueeachchild’scultureandhelp
themtomakeconnectionsbetweenexperiencesathome, ■ Sustainedsharedthinkinginvolvestheadultbeingawareofthe
thesettingandthewidercommunity. children’sinterestsandunderstandingsandtheadultandchildren
workingtogethertodevelopanideaorskill.
■ Itisdifficultforchildrentomakecreativeconnections
inlearningwhencolouringinaworksheetormakinga ■ Sustainedsharedthinkingcanonlyhappenwhenthereare
Diwalicardjustlikeeveryoneelse’s. responsivetrustingrelationshipsbetweenadultsandchildren.
■ Theadultshowsgenuineinterest,offersencouragement,clarifies
ideasandasksopenquestions.Thissupportsandextendsthe
children’sthinkingandhelpschildrentomakeconnectionsinlearning.
EvEry Child MattErs • STay Sa f e • Be H eaLT H y • e n j oy an D aC Hi eve • Mak e a P oSi Tiv e Con T r iBu Tion • aCH ie v e e Cono M iC weLL- B e ing
Learning and Development: Creativity and Critical Thinking – Principle into Practice
effective practice

■ Valuewhatparentstellyouaboutthewayinwhichchildren
behaveandlearnathome.
■ Allowchildrentomoveequipmentaroundyoursetting,indoors
andoutside,toextendtheirownplayandlearning.
■ Ensurethatthereisabalanceofadult-ledandchild-initiated
activities.
■ Documentchildren’slearningthroughphotosandwords.Use
thesetotalktochildrenandparentsaboutthelearningthathas
takenplace.
■ Modelbeingcreative,forexample,“Iwasn’tquitesurehowto
jointhiswheelonthecarbutthenIthoughtaboutwhatwedid
lastweek.CanyourememberwhatKanishadidwithherbus?”.
Challenges and dilemmas

■ Ensuringfreedomforchildrentoaccessresourceswhile
ensuringthattheydeveloptheirunderstandingofthe reflecting on practice
importanceoftidyingupandputtingthingsbackwhere
theybelong. ■ Whatopen-endedactivitiesdoyouprovideforchildren
■ Givingveryyoungchildrenopportunitiesto inyoursetting?
expresstheirideasinallsortsofdifferentways ■ Doyougivechildrentheexperienceofplayingwithpaint
–valuingmovementanddanceashighlyas andgluebeforeexpectingthemtousethemtomakea
drawingandwriting. productsuchasaChristmascard?
■ Haveyouevertapedyourinteractionswithchildrento
seehowyousupportthedevelopmentofcreativityand
criticalthinking?
what do i do next?
• CD tatum
The Early Years
Foundation Stage
Development
including
aciliquisse.
in• the Practice
00012-2007CDO-EN

ISBN: 978-1-84478-886-6
OK Media 02-2007
conum
the CD-ROM ero
Learning
4 .4 Areas of Learning and Development Foundation Stage
The EYFS is made up of six areas The aspects of Learning and Development
of Learning and Development. All
Each area of Learning and Development is divided into aspects.
areas of Learning and Development The aspects for each area are:
are connected to one another and are Personal, Social and Knowledge and
Emotional Development Understanding of the World
equally important. All areas of
■ Dispositions and Attitudes ■ Exploration and Investigation
Learning and Development ■ Self-confidence and ■ Designing and Making
are underpinned by the Self-esteem ■ ICT
Principles of the EYFS. ■ Making Relationships ■ Time
Personal, ■ Behaviour and Self-control ■ Place
The areas of Learning
Social and ■ Self-care ■ Communities
and Development are: Emotional ■ Sense of Community
Development Physical Development
Communication, Communication, ■ Movement and Space
Creative Language and Literacy
Language ■ Health and Bodily Awareness
Development Language for Communication
and Literacy ■
■ Using Equipment and Materials
■ Language for Thinking
■ Linking Sounds and Letters Creative Development
■ Reading ■ Being Creative – Responding
■ Writing to Experiences, Expressing
Problem ■ Handwriting and Communicating Ideas
Physical Solving, ■ Exploring Media and Materials
Development Reasoning and Problem Solving, ■ Creating Music and Dance
Numeracy Reasoning and Numeracy Developing Imagination and
Knowledge ■
Numbers as Labels and for Imaginative Play

and
■
Counting
Understanding
■ Calculating
of the World
■ Shape, Space and Measures
Learning and Development: areas of Learning and Development – Principle into Practice
Effective practice
Each area of Learning and Development card shows

how settings can effectively implement that particular
area by ensuring that children have appropriate
experiences and are supported by:
■ Positive Relationships
■ Enabling Environments.
Learning and Development Requirements

■ The six areas of Learning and Development together There are separate requirements for each area of
make up the skills, knowledge and experiences Learning and Development shown in ‘Requirements’ on

appropriate for babies and children as they grow, learn each of the areas of Learning and Development cards.
and develop. The requirements set out what practitioners must provide
■ Although these are presented as separate areas, in order to support babies’ and children’s development
it is important to remember that for children and learning in each aspect and area of Learning and
everything links and nothing is compartmentalised. Development of the EYFS.
■ The challenge for practitioners is to ensure that
children’s learning and development occur as
an outcome of their individual interests and abilities
and that planning for learning and development
takes account of these.
What do I do next?
• Welfare requirements are explained in full in the
Statutory Framework for the Early Years Foundation Stage booklet.
• CD tatum
The Early Years
Foundation Stage
• Areas of Learning
Development
including
aciliquisse.
in• the Practice
Grids con Guidance for the
duisEarly Years Foundation Stage
00012-2007CDO-EN

ISBN: 978-1-84478-886-6
ISBN 978-1-84478-886-6

OK Media 02-2007
conum
the CD-ROM ero
odoloreros
Learning
• Research and resources are available on the CD-ROM.

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Contents

Principles into practice 2

Principles into Practice Foundation Stage

The four Themes of the EYFS are:

The four Principles of the EYFS are:

A Unique Positive Enabling Learning and

During this period, young children’s physical development is very

16–26 months 22–36 months

30–50 months 40–60+ months

00012-2007DOM-EN © Crown copyright 2007

Babies and children develop A skilful communicator

■ Every child is a unique individual with their own

00012-2007DOM-EN © Crown copyright 2007

et nit veliquat essectem niat,

booklet and on the CD-ROM.

The diversity of individuals

et nit veliquat essectem niat,

Young children are vulnerable.

Challenges and dilemmas reflecting on practice

et nit veliquat essectem niat,

Children’s health is an integral

Growing and developing

et nit veliquat essectem niat,

knowledge and understanding in order to actively support and extend odoloreros

Every interaction is based Friendships

et nit veliquat essectem niat,

booklet and on the CD-ROM.

Parents are children’s first and Communication

et nit veliquat essectem niat,

booklet and on the CD-ROM.

Warm, trusting relationships Listening to children

et nit veliquat essectem niat,

A key person has special

challenges and dilemmas Reflecting on practice

et nit veliquat essectem niat,

booklet and on the CD-ROM.

Babies and young children are Planning

their current interests,

et nit veliquat essectem niat,

booklet and on the CD-ROM.

The environment supports

et nit veliquat essectem niat,

A rich and varied environment

The emotional environment

et nit veliquat essectem niat,

working in partnership with other

Transitions and continuity The community

et nit veliquat essectem niat,

booklet and on the CD-ROM.

Children’s play reflects their wide

Learning through experience

et nit veliquat essectem niat,

booklet and on the CD-ROM.

Children learn best through

Mental and physical involvement

et nit veliquat essectem niat,

booklet and on the CD-ROM.

When children have opportunities to

During this period, young children’s physical development is very