Developmental milestones and the EYLF/NQS 2 to 3 years continued EYLF/NQS Cognitive builds tower of five to seven objects EYLF Outcome 5: Children are lines up objects in fashion ‘train’ effective communicators - Children recognises and identifies common objects engage in a range of texts and gain and pictures by pointing meaning from these texts. E.g. “Take enjoys playing with sand, water, dough; on roles of literacy and numeracy users explores what these materials can do more in their play.” (p.41) than making things with them uses symbolic play, e.g. use a block as a car NQS: Areas 1, 3, 5 shows knowledge of gender-role stereotypes identifies picture as a boy or girl engages in making believe and pretend play begins to count with numbers recognises similarities and differences imitates rhythms and animal movements becoming aware of space through physical activity can follow two or more directions Language uses two or three words together, e.g. EYLF Outcome 1: Children have a “go potty now” strong sense of identity - Children feel of vocabulary and use of correct ‘explosion’ safe secure and supported. E.g. grammatical forms of language initiate interactions and “children refers to self by name and often says ‘mine’ conversations with trusted educators.” asks lots of questions (p.21) uses pronouns and prepositions, simple sentences and phrases NQS: Areas 1, 3, 5, 6 labels own gender copies words and actions makes music, sing and dance likes listening to stories and books Seek advice if: is not interested in playing NQS: Areas 1, 5, 6, 7 is falling a lot finds it hard to use small objects is not understanding simple instructions is not using many words is not joining words in meaningful phrases is not interested in food is not interested in others
Developmental milestones and the EYLF/NQS 2 to 3 years continued EYLF/NQS Cognitive builds tower of five to seven objects lines up objects in ‘train’ fashion recognises and identifies common objects and pictures by pointing enjoys playing with sand, water, dough; explores what these materials can do more than making things with them uses symbolic play, e.g. use a block as a car shows knowledge of gender-role stereotypes identifies picture as a boy or girl engages in making believe and pretend play begins to count with numbers recognises similarities and differences imitates rhythms and animal movements becoming aware of space through physical activity can follow two or more directions EYLF Outcome 5: Children are effective communicators - Children engage in a range of texts and gain meaning from these texts. E.g. “Take on roles of literacy and numeracy users in their play.” (p.41) NQS: Areas 1, 3, 5 Language uses two or three words together, e.g. “go potty now” ‘explosion’ of vocabulary and use of correct grammatical forms of language refers to self by name and often says ‘mine’ asks lots of questions uses pronouns and prepositions, simple sentences and phrases labels own gender copies words and actions makes music, sing and dance likes listening to stories and books EYLF Outcome 1: Children have a strong sense of identity - Children feel safe secure and supported. E.g. “children initiate interactions and conversations with trusted educators.” (p.21) NQS: Areas 1, 3, 5, 6 Seek advice if: is not interested in playing is falling a lot finds it hard to use small objects is not understanding simple instructions is not using many words is not joining words in meaningful phrases is not interested in food is not interested in others NQS: Areas 1, 5, 6, 7
developmental-milestones_3.docx