Developmental milestones and the EYLF/NQS 3 to 5 years EYLF/NQS Physical dresses and undresses with little help EYLF Outcome 3: Children have a hops, jumps and runs with ease strong sense of wellbeing - Children climbs steps with alternating feet take increasing responsibility for their gallops and skips by leading with one foot own health and physical wellbeing. E.g. transfers weight forward to throw ball continuity of children’s “Promote attempts to catch ball with hands personal health and hygiene by sharing climbs playground equipment with increasing ownership of routines and schedules agility with children, families and the holds crayon/pencil etc. between thumb and community.” (p.32) first two fingers exhibits hand preference NQS: Areas 1, 2, 3, 5, 6 imitates variety of shapes in drawing, e.g. circles independently cuts paper with scissors toilet themselves feeds self with minimum spills dresses/undresses with minimal assistance walks and runs more smoothly enjoys learning simple rhythm and movement routines develops ability to toilet train at night Social enjoys playing with other children EYLF Outcome 1: Children have a may have a particular friend strong sense of identity - Children shares, smiles and cooperates with learn to interact in relation to others jointly manipulates objects with one or two with care, empathy and respect. E.g.” other peers express a wide range of emotions, develops independence and social skills they thoughts and views constructively.” will use for learning and getting on with (p.24) others at preschool and school NQS: Areas 1, 5, 6 Emotional understands when someone is hurt and EYLF Outcome 2: Children are comforts them connected with and contribute to attains gender stability (sure she/he is a their world - Children respond to girl/boy) diversity with respect. E.g. “plan may show stronger preference for same-sex experiences and provide resources playmates that broaden children’s perspectives may enforce gender-role with peers and encourage appreciation of may show bouts of aggression with peers diversity.” (p.27) likes to give and receive affection from parents NQS: 1, 2, 5, 6 may praise themselves and be boastful
Developmental milestones and the EYLF/NQS 3 to 5 years EYLF/NQS Physical dresses and undresses with little help hops, jumps and runs with ease climbs steps with alternating feet gallops and skips by leading with one foot transfers weight forward to throw ball attempts to catch ball with hands climbs playground equipment with increasing agility holds crayon/pencil etc. between thumb and first two fingers exhibits hand preference imitates variety of shapes in drawing, e.g. circles independently cuts paper with scissors toilet themselves feeds self with minimum spills dresses/undresses with minimal assistance walks and runs more smoothly enjoys learning simple rhythm and movement routines develops ability to toilet train at night EYLF Outcome 3: Children have a strong sense of wellbeing - Children take increasing responsibility for their own health and physical wellbeing. E.g. “Promote continuity of children’s personal health and hygiene by sharing ownership of routines and schedules with children, families and the community.” (p.32) NQS: Areas 1, 2, 3, 5, 6 Social enjoys playing with other children may have a particular friend shares, smiles and cooperates with jointly manipulates objects with one or two other peers develops independence and social skills they will use for learning and getting on with others at preschool and school EYLF Outcome 1: Children have a strong sense of identity - Children learn to interact in relation to others with care, empathy and respect. E.g.” express a wide range of emotions, thoughts and views constructively.” (p.24) NQS: Areas 1, 5, 6 Emotional understands when someone is hurt and comforts them attains gender stability (sure she/he is a girl/boy) may show stronger preference for same-sex playmates may enforce gender-role with peers may show bouts of aggression with peers likes to give and receive affection from parents may praise themselves and be boastful EYLF Outcome 2: Children are connected with and contribute to their world - Children respond to diversity with respect. E.g. “plan experiences and provide resources that broaden children’s perspectives and encourage appreciation of diversity.” (p.27) NQS: 1, 2, 5, 6
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