Developmental milestones and the EYLF/NQS 8 to 12 months continued EYLF/NQS Cognitive moves obstacle to get at desired toy EYLF Outcome 4: Children are bangs two objects held in hands together confident and involved learners - responds to own name Children develop a range of skills makes gestures to communicate and to symbolise and processes such as problem objects, e.g. points to something they want solving, enquiry, experimentation, seems to understand some things parent or hypothesising, researching and familiar adults say to them investigating. E.g. babies “Provide drops toys to be retrieved, handed back, then and toddlers with resources that dropped again/looks in direction of dropped toy offer challenge, intrigue and smiles at image in mirror surprise, support their likes playing with water investigations and share their interest in picture books enjoyment.” (p.35) understands gestures/responds to bye’ ‘bye listens with pleasure to sound-making toys and NQS: Areas 1, 5, 6 music notices difference and surprise Language responds to own name called, family names EYLF Outcome 1: Children and familiar objects have a strong sense of identity - babbles tunefully Children develop knowledgeable says words like or ‘dada’ ‘mama’ and confident self-identities. E.g. waves goodbye children’s successes with “share imitates hand clapping families.” (p.23) imitates actions and sounds enjoys finger-rhymes NQS: Areas 1, 5 shouts to attract attention vocalises loudly using most vowels and consonants - sounding like conversation Seek advice if: is not responsive to carers NQS: Areas 1, 5, 6, 7 is not babbling and making sounds is not beginning to sit, crawl, or pull to stand is not playing with feet, swapping objects between hands is not interested in holding toys is not learning to eat solids
Developmental milestones and the EYLF/NQS 8 to 12 months continued EYLF/NQS Cognitive moves obstacle to get at desired toy bangs two objects held in hands together responds to own name makes gestures to communicate and to symbolise objects, e.g. points to something they want seems to understand some things parent or familiar adults say to them drops toys to be retrieved, handed back, then dropped again/looks in direction of dropped toy smiles at image in mirror likes playing with water interest in picture books understands gestures/responds to ‘bye bye’ listens with pleasure to sound-making toys and music notices difference and surprise EYLF Outcome 4: Children are confident and involved learners - Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating. E.g. “Provide babies and toddlers with resources that offer challenge, intrigue and surprise, support their investigations and share their enjoyment.” (p.35) NQS: Areas 1, 5, 6 Language responds to own name called, family names and familiar objects babbles tunefully says words like ‘dada’ or ‘mama’ waves goodbye imitates hand clapping imitates actions and sounds enjoys finger-rhymes shouts to attract attention vocalises loudly using most vowels and consonants - sounding like conversation EYLF Outcome 1: Children have a strong sense of identity - Children develop knowledgeable and confident self-identities. E.g. “share children’s successes with families.” (p.23) NQS: Areas 1, 5 Seek advice if: is not responsive to carers is not babbling and making sounds is not beginning to sit, crawl, or pull to stand is not playing with feet, swapping objects between hands is not interested in holding toys is not learning to eat solids NQS: Areas 1, 5, 6, 7
developmental-milestones_3.docx