Reading Writing Interested in books and rhymes and may have favourites. Children’s later writing is based on skills and understandings which they develop as babies and toddlers. Before they can write, they need to learn to use spoken language to communicate. Later they learn to write down the words they can say. (See the roots of Writing in Communication and language). Early mark-making is not the same as writing. It is a sensory and physical experience for babies and toddlers, which they do not yet connect to forming symbols which can communicate meaning (See roots of mark-making and handwriting in Playing and exploring and Physical Development). Literacy Numbers Shape, space & measure Knows that things exist, even when out of sight. Attempts, sometimes successfully, to fit shapes into spaces on inset boards or Beginning to organise and categorise objects, e.g. putting all the teddy jigsaw puzzles. bears together or teddies and cars in separate piles. Uses blocks to create their own simple structures and arrangements. Says some counting words randomly. Enjoys filling and emptying containers. Associates a sequence of actions with daily routines. Mathematics Beginning to understand that things might happen ‘now’. People & communities The world Technology Is curious about people and shows interest in Explores objects by linking together different Anticipates repeated sounds, sights and actions, stories about themselves and their family. approaches: shaking, hitting, looking, feeling, e.g. when an adult demonstrates an action toy Enjoys pictures and stories about themselves, tasting, mouthing, pulling, turning and poking. several times. World their families and other people. Remembers where objects belong. Shows interest in toys with buttons, flaps and Matches parts of objects that fit together, e.g. simple mechanisms and beginning to learn to the puts lid on teapot. operate them. Exploring and using media and materials Being imaginative Explores and experiments with a range of media through sensory Expresses self through physical action and sound. exploration, and using whole body. Pretends that one object represents another, especially when objects have & Move their whole bodies to sounds they enjoy, such as music characteristics in common. or a regular beat. Arts Imitates and improvises actions they have observed, e.g. clapping or waving. Begins to move to music, listen to or join in rhymes or songs. Notices and is interested in the effects of making movements which leave Design Expressive marks. A Unique Child: observing what a child is learning
Literacy Reading Interested in books and rhymes and may have favourites. Writing Children’s later writing is based on skills and understandings which they develop as babies and toddlers. Before they can write, they need to learn to use spoken language to communicate. Later they learn to write down the words they can say. (See the roots of Writing in Communication and language). Early mark-making is not the same as writing. It is a sensory and physical experience for babies and toddlers, which they do not yet connect to forming symbols which can communicate meaning (See roots of mark-making and handwriting in Playing and exploring and Physical Development). Mathematics Numbers Knows that things exist, even when out of sight. Beginning to organise and categorise objects, e.g. putting all the teddy bears together or teddies and cars in separate piles. Says some counting words randomly. Shape, space & measure Attempts, sometimes successfully, to fit shapes into spaces on inset boards or jigsaw puzzles. Uses blocks to create their own simple structures and arrangements. Enjoys filling and emptying containers. Associates a sequence of actions with daily routines. Beginning to understand that things might happen ‘now’. the World People & communities Is curious about people and shows interest in stories about themselves and their family. Enjoys pictures and stories about themselves, their families and other people. The world Explores objects by linking together different approaches: shaking, hitting, looking, feeling, tasting, mouthing, pulling, turning and poking. Remembers where objects belong. Matches parts of objects that fit together, e.g. puts lid on teapot. Technology Anticipates repeated sounds, sights and actions, e.g. when an adult demonstrates an action toy several times. Shows interest in toys with buttons, flaps and simple mechanisms and beginning to learn to operate them. Expressive Arts & Design Exploring and using media and materials Explores and experiments with a range of media through sensory exploration, and using whole body. Move their whole bodies to sounds they enjoy, such as music or a regular beat. Imitates and improvises actions they have observed, e.g. clapping or waving. Begins to move to music, listen to or join in rhymes or songs. Notices and is interested in the effects of making movements which leave marks. Being imaginative Expresses self through physical action and sound. Pretends that one object represents another, especially when objects have characteristics in common. A Unique Child: observing what a child is learning
Specific%20Areas%20-%20Learning%20%20Development%20Chart.docx