Early Years Assessment: Personal, Social and Emotional Development: Personal, Social and Emotional Development 9781472955043, 9781472955050

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Featherstone An imprint of Bloomsbury Publishing Plc 50 Bedford Square London WC1B 3DP UK

1385 Broadway New York NY 10018 USA

www.bloomsbury.com Bloomsbury is a registered trademark of Bloomsbury Publishing Plc First published 2015 as Time to Socialise This edition published in 2017 © Trudi Fitzhenry and Karen Murphy © Shutterstock, LEYF All rights reserved. No part of this publication may be reproduced in any form or by any means – graphic, electronic, or mechanical, including photocopying, recording, taping or information storage or retrieval systems – without the prior permission in writing from the publishers. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library. ISBN: PB 978 1 4729 5505 0 ePDF 978 1 4729 5504 3 Library of Congress Cataloging-in-Publication Data A catalog record for this book is available from the Library of Congress.

With thanks to the staff and pupils at LEYF for their help with the photographs in this book. To view more of our titles please visit www.bloomsbury.com

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Contents

Contents Introduction.................................................... 4 How to use this book...................................... 5 Chapter 1 0 – 11 months.................................................. 6 Chapter 2 8 – 20 months.................................................. 20 Chapter 3 16 – 26 months................................................ 34 Chapter 4 22 – 36 months................................................ 48 Chapter 5 30 – 50 months................................................ 62 Chapter 6 40 – 60+ months............................................. 76 Appendix........................................................ 90 Songs and rhymes.......................................... 91 Glossary.......................................................... 94 Bibliography.................................................... 96

EARLY YEARS ASSESSMENT: PSED

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Introduction

Introduction

Introduction This is a book about the prime area of Personal, Social and Emotional Development (PSED) in the Early Years. It is designed for practitioners to use as an assessment tool as they observe and support children’s early social and emotional development. As a prime area of learning, PSED forms a fundamental part of each child’s learning and is also their right as spelled out in the United Nations Convention on the Rights of the Child. ‘Children have a right to provision which enables them to develop their personalities, talents and abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disabilities or gender.’ (EYFS Development Matters, 2012) It is our responsibility as early years practitioners to do what we can to allow children’s personalities, talents and abilities to thrive in a safe and supportive environment. How we support PSED in our settings is key to achieving this: ‘Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.’ (EYFS Framework, 2014)

As adults we continuously model social and emotional behaviour through the way we speak to children and each other, how we react to different situations and through our facial expressions and body language. Much of the time this happens without us being fully aware of it. Therefore, it is really important that we, as practitioners, are self-aware and able to reflect on how we exhibit emotions and how we deal with our feelings and reactions in the work environment. We need to develop our own emotional intelligence so that we are capable of recognising our feelings and emotions, as well as those of others, to support us in forming positive relationships. This book seeks to provide valuable guidance to practitioners on how to achieve this through clarifying and expanding on ideas to support each child in each phase of their development. Each area of PSED is covered in this book and these are grouped according to age and stage of development. A corresponding progress checklist linked to the chapters is included.If a child shows little or no progress towards the developmental pointers within the given range, take the time to discuss any concerns with their parents. Like adults, children’s emotional states can fluctuate and are also affected by a range of circumstances, many of which will be beyond the child’s control. It is useful to keep communication links between the setting and home open so that any changes that may have an impact on a child’s emotional state or social behaviour are shared. 4

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Introduction

Introduction

Managing the personal, social and emotional needs of young children can be challenging at times and practitioners need to have time to talk about their worries and concerns with their manager. When dealing with difficult behaviour, for example, try not to label a child and become exasperated by the behaviours they display. Instead, take a step back from the situation and look at what may be happening underneath the surface. Keep a log of not just the behaviours that concern staff but what happens just before each incident. This may help to identify patterns and potential triggers. Above all, remain calm and follow the policy of your setting which will provide a structure to follow when emotions run high.

How to use this book This book supports the planning cycle at each stage of development. It contains clear guidance on what to observe, how to assess what is seen through both the assessment notes and progress checklists. Practical ideas to use in planning each child’s individual next steps are also provided. Each chapter in this book is linked to a phase or stage of development from birth to 60+ months. Each section is colour coded and links the Early Years Outcomes to the planning cycle, including observations, assessments and planning. Also included are possible links to the Characteristics of Effective Learning. Some of the photographs also contain a milestone comment. These are additional indicators of what we feel children may be able to demonstrate during this period. There are additional activities that offer the busy practitioner a wealth of ideas to choose from linked to that specific age and stage of development. A short glossary features in each chapter and defines key terms as they appear. These definitions explain how we intend the words and phrases to be interpreted within the book. A traditional alphabetical glossary of all terms used appears at the back of the book for quick reference. The progress checklists at the end of each chapter are available for practitioners to use when observing children’s PSED. It is intended that the progress checklists could also be used alongside a setting’s current tracking system to highlight any areas of concern and demonstrate progress made. They can be used to demonstrate progress in a specific area over time. The progress checklist at 40 – 60+ months is closely linked to the Early Learning Goal (ELG). It can be used to support the practitioner’s professional judgement as to whether a child is at emerging, expected or exceeding level at the end of the Foundation Stage. It is important that practitioners are aware of their responsibility to encourage parents to contact their health professional if the child appears to be developing outside of the normative range. If there is little or no progress after they have spoken to parents and included timed specific interventions in the child’s individual plan, then practitioners should seek parental permission to involve outside agencies.

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It is important that all practitioners remember that under 3s are naturally prone to putting everything and anything in their mouths as a form of sensory exploration. Practitioners must regularly check all resources and equipment available to the children to ensure they do not constitute a choking hazard and for signs of wear, damage, sharp edges and splinters.

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Chapter 1

0 – 11 months

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0 – 11 months

Self-confidence and self-awareness Early Years Outcomes Laughs and gurgles, e.g. shows pleasure at being tickled and other physical interactions. Uses voice, gesture, eye contact and facial expression to make contact with people and keep their attention.

Links to the Characteristics of Effective Learning PLAYING AND EXPLORING

ACTIVE LEARNING

Finding out and exploring

Being involved and concentrating

★

showing curiosity about objects, events and people

★

maintaining focus on their activity for a period of time

★

using senses to explore the world around them

★

showing high levels of energy, fascination

★

showing particular interests

Being willing to ‘have a go’ ★

e.g. when you are playing ‘Round and Round the Garden’ you notice that they remain interested for several repetitions and hold out their hand for more when you stop.

initiating activities

e.g. you notice that the child uses eye pointing to show you that they want a particular toy, such as a rattle.

CREATING AND THINKING CRITICALLY Having their own ideas ★

finding ways to solve problems

e.g. as prime carer you notice that when they are tired the child holds your hand to their face. You respond by sitting and cuddling them until they fall asleep. Problem solved!

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USES VOICE, GESTURE, EYE CONTACT

LAUGHS AND GURGLES

0 – 11 months

Chapter 1

Observation

Assessment

What you may notice…

What it may signify…

Does the child react differently to a range of physical interactions? Do they have favourite areas for tickling?

The child is beginning to express different levels of enjoyment and preferences.

Are they more responsive at certain times?

The child is beginning to convey their feelings and understand when they are ready to engage.

Does the child use different gestures or sounds to express their wants and needs? E.g. when excited they smile, squeal and gurgle whilst kicking their legs.

The child is learning to express themselves in order to have their needs met.

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Planning What you can do...

0 – 11 months

Chapter 1

This links to the self-confidence and self-awareness section of the Progress Checklist on p19.

Ensure there are daily opportunities for individual physical play with the child and their prime carer.

Follow the child’s lead and vary the intensity of interaction according to the child’s response e.g. sometimes bouncing the child on your knees to songs such as I like coffee... (See songs and rhymes on p93 for words and actions) and sometimes calmer songs such as Rock a bye baby (See songs and rhymes on p91 for words and actions)

By 5 months there may be some deliberate turning away from prime carer

Be responsive to individual gestures and all attempts at communication and interaction. Ensure all prime carers are regularly kept up to date as these changes develop rapidly.

By 4 months many children express pleasure in familiar routines such as nappy change

Pointing may be used frequently by 11 months

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0 – 11 months

Chapter 1

Additional adult-led activities These are additional activities or guidance to further support this stage of development.

Row your boat With the child seated on your knee facing you or snuggled in facing out, sing this song and gently rock the child back and forth.

Babbling games Turn the child’s babbling into an echo game. Copy their babbling varying the volume, pitch and rhythm. To add further interest use hand actions over your mouth such as patting with your palm or drumming your fingers over your lips whilst making the noises.

Snug as a bug Wrap the child in a blanket or large piece of lycra, saying the Snug as a bug rhyme (page 93). Leave their faces out so they can see you and watch your expressions. Gently roll them out of the blanket, keeping the whole game at floor level.

Home-time activities Key communication idea Daily discussions with parents, and/or use of a home/setting log are valuable for sharing the rapid changes and developments that occur with young children. By sharing observations between home and setting, parents and carers can respond more effectively to meet the child’s needs, help the child to form secure attachments and support the child’s learning and development.

‘I’m coming to get you!’ When the child is lying or sitting securely, put on a silly voice and say ‘I’m coming to get you’ whilst wiggling your fingers and moving towards the child. Tickle them when you reach them then move away and repeat whilst the child is enjoying it.

Glossary of terms Eye pointing: using the eyes to communicate. Prime carer: the person the child spends most time with e.g. parent at home or key person/ paired key person or buddy in setting. Volume: how loud or quiet a musical note or sound is.

Pitch: how high or low a musical note or sound is. Rhythm: a repeated pattern of movement or sound, or a steady beat. Attachments: the affectionate tie between the child and another person.

By 3 months most children laugh and squeal to express delight.

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0 – 11 months

Managing feelings and behaviour Early Years Outcomes Is comforted by touch and people’s faces and voices. Seeks physical and emotional comfort by snuggling into trusted adults. Calms from being upset when held, rocked, spoken or sung to with a soothing voice. Shows a range of emotions such as pleasure, fear and excitement. Reacts emotionally to other people’s emotions, e.g. smiles when smiled at and becomes distressed if hears another child crying.

Links to the Characteristics of Effective Learning PLAYING AND EXPLORING

ACTIVE LEARNING

Finding out and exploring

Being involved and concentrating

★

showing curiosity about objects, events and people

★

using senses to explore the world around them

e.g. whilst being held and sung or spoken to, the child reaches out to touch their carer’s face and mouth.

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★

showing high levels of fascination

★

paying attention to details

e.g. the child looks at their sibling smiling and responds. When they hear giggles, they laugh, too.

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Assessment

What you may notice…

What it may signify…

If the child appears tired do they settle when laid in a cot or floor-level cosy bed?

The child may be tired, hungry or uncomfortable and is seeking physical comfort.

Does the child appear more settled and calm when snuggled in their carer’s shoulder/arms?

They may want to be held, stroked or sung to once their physical needs have been met.

CALMS FROM BEING UPSET

When the child is upset do they cry or put their arms up to be held? Is the child soothed by being held and rocked or walked around? Does the child respond positively to the use of caretaker speech or parentese?

The child may be anxious, frightened or frustrated and is seeking emotional and/or physical support.

Does the child use particular facial expressions, sounds or gestures to express their feelings? E.g. a specific cry, or pushing objects away or laughing and jiggling when excited.

The child is beginning to be able to express themselves and their preferences.

Does the child join in laughing with others even if they don’t understand what is funny? Do they look around when they hear another upset child, sometimes appearing to be concerned or interested?

The child is beginning to explore a range of emotions through their interactions with others.

REACTS TO OTHERS’ EMOTIONS

SEEKS COMFORT

Observation

SHOWS RANGE OF EMOTION

0 – 11 months

Chapter 1

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Planning What you can do...

This links to the managing feelings and behaviour section of the Progress Checklist on p19.

0 – 11 months

Chapter 1

Provide the opportunity for the child to snuggle into you, soothing them with a calming voice and gentle movement. It may be appropriate to use a baby sling or papoose if the child is comforted by physical closeness and movement. If more than one child needs your comfort at the same time consider offering one child a familiar snuggle blanket and rock the other gently in a secure bouncy chair.

Sit with the child (well supported in your arms and facing you) and gently rock them forwards and backwards, side to side, whilst listening to soothing music or humming/singing their favourite tune. Give them the opportunity to touch your face if they wish. Rocking also supports the development of the child’s vestibular system and eye tracking. Notice and discuss with parents, carers and colleagues how the child shows a range of feelings. Take the lead from the child and respond with what they need e.g. if you know the child becomes excited when they hear a particular song, join in and extend the activity. Create situations where you smile, laugh and play with the child. Allow the child to see your facial expressions and exaggerate these to enable the child to copy what they see. If the child appears upset, frightened or unsettled when noticing another child’s distress, take time to comfort and reassure them.

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By 9 months many children are attempting to clap

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0 – 11 months

Chapter 1

Additional adult-led activities These are additional activities or guidance to further support this stage of development.

Rhyme time Sing Rock-a-bye-baby, Row your boat and See, Saw Margery Daw, gently moving the child in time to the rhythm (See songs and rhymes on p91 & 92 for words and actions)

Memories Many children/babies are comforted by the sounds reminiscent of being in the womb such as white noise (crackle/shushing on a radio), a vaccum cleaner, gentle shushing noises with rhythm (practitioner voice, sea sounds, or womb music on a CD).

Sensory soothers Share a sensory area or room with the child. Show them changing lights and colours and listen to soothing sounds.

Follow my lead Even though they may not be able to tell you what they want, children quickly learn how to demonstrate their needs and desires e.g. pulling your hand to lead you to a place or activity, or putting their hand to the side of their face and leaning in to show they need to rest. It is really important that practitioners observe and recognise these signs and share them with everyone involved with the child.

Peer to peer It is vital that practitioners are constantly aware of how their vocal and physical responses affect the children in their care. Let each other know when you see a child’s positive reaction to a facial expression, gesture or use of voice. Likewise, be aware of the impact on children’s emotional state if practitioners use harsh tones or brusque and agitated movements. Children pick up on and can be affected by adult moods even if they don’t fully understand them.

Home-time activities Key communication idea Develop a shared understanding of how a child communicates their wants, feelings and needs, and how best to respond. Support the child’s feeling of security and emotional wellbeing by asking parents and carers about the child’s likes/dislikes and how they prefer to be comforted. Share how they demonstrate: hunger; thirst; tiredness; happiness; sadness; anger; excitement; the need for quiet time or physical contact.

Baby massage Whether the child is breast or bottle fed it is important to ensure that there are plenty of opportunities for skin-to-skin contact with main carers to promote bonding and secure attachment. Baby massage can be used to support this. Offer a drop-in session for parents and practitioners to explore the benefits of baby massage together. Find details of local classes and qualified instructors via the internet.

Favourite things Encourage parents and carers to bring in a favourite object that the child associates with home and feelings of comfort. Make sure this isn’t the child’s main bedtime comforter (unless there is another identical one at home!) in case it gets left behind.

Glossary of terms Caretaker speech/parentese: a form

of speech often used with babies. It can be higher in pitch than usual, has a sing-song quality and is often delivered with a smiling face, wide eyes and head movement.

Vestibular system: the sensory mechanism in the inner ear that detects head movements and supports the control of balance.

Eye tracking: the movement of the eyes when following an object. Emotional state: how a person is feeling as expressed through physical and behavioural changes in the body.

Sibling: a brother or sister. 14

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Early Years Outcomes Enjoys the company of others and seeks contact with others from birth.

0 – 11 months

Making relationships

Gazes at faces and copies facial movements e.g. sticking out tongue, opening mouth and widening eyes. Responds when talked to e.g. moves arms and legs, changes facial expression, moves body and makes mouth movements. Recognises and is most responsive to main carer’s voice: face brightens, activity increases when familiar carer appears. Responds to what carer is paying attention to e.g. following their gaze. Likes cuddles and being held: calms, snuggles in, smiles, gazes at carer’s face or strokes carer’s skin.

Links to the Characteristics of Effective Learning PLAYING AND EXPLORING

ACTIVE LEARNING

Finding out and exploring

Being involved and concentrating

★

showing curiosity about objects, events and people

★

maintaining focus on their activity for a period of time

★

using senses to explore the world around them

★

showing high levels of energy, fascination

Being willing to have a go ★

e.g. deep concentration and focussed attention on another face develops fascination.

initiating activities

e.g. on hearing the voice of a familiar carer they become animated and make noises to attract attention.

CREATING AND THINKING CRITICALLY Making links ★

making links and noticing patterns in their experience

e.g. the child notices that copying another’s expressions often results in a positive response.

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Assessment

What you may notice…

What it may signify…

Does the child cry or make special sounds (e.g. gurgling) to attract attention?

Crying may signify hunger, discomfort or pain, fear, boredom or the desire for contact with others.

GAZES

Does the child look intently at faces when they are within their line of vision, mirroring exaggerated facial expressions?

The child is interested in familiar faces and attempts to communicate through copying expressions.

RESPONDS

Does the child produce a physical response when spoken to? (Note the types and intensity of responses to help identify ‘key attachments’ and interest in others, apart from the prime carer.)

The child can hear and acknowledges other voices. If there is little or no response, speak to parents about how the child responds at home, what hearing checks the child has had and whether they have any concerns.

RECOGNISES

Does the child become more vocal, active or increase eye contact in response to the prime carer’s voice?

Familiar voices prompt the child to express their emotions through sound or movement.

Does the child show an interest in things that grab the carer’s attention?

The child is becoming aware of objects, sounds and other people.

Does the child readily show reciprocal affection when being held or fed?

The child is forming a secure attachment.

ENJOYS COMPANY

Observation

CUDDLES

0 – 11 months

Chapter 1

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Planning What you can do...

This links to the making relationships section of the Progress Checklist on p19.

0 – 11 months

Chapter 1

When responding to cries, use caretaker speech or parentese to let them know you are on your way. Include the child’s name, and look at them if in sight, saying something like ‘Where’s Alfie? Here I come.’ Consider adopting a ‘paired’ key person system so that each child has another adult who knows them and their family well. Exaggerate facial expressions when communicating with the child, allowing time for them to observe, process then mimic. Reward all attempts with praise and smiles.

Around 7-8 months children may demonstrate stranger anxiety

Ensure each child has regular opportunities every day for one-to-one interactions with their key person or a familiar adult.

Tune into each child’s level of interest, energy and how they signal their need for rest or time to process. Develop a child’s interest in individual objects by looking at, then naming them and engaging in play together. Ensure that the key person or ‘paired’ key person has plenty of opportunities for one-to-one close and physical contact, particularly at key transitional parts of the day such as arrival and home time.

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By 4 months children may synchronise facial expressions with prime carer

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0 – 11 months

Chapter 1

Additional adult-led activities These are additional activities or guidance to further support this stage of development.

Home-time activities Key communication idea It is important to establish a greeting and good-bye routine that supports both the child and parent. Find out what greetings/goodbyes parents use, either in English or the home language. Practitioners need to be sensitive to the different social expectations in other cultures and support these as appropriate.

What was fun today? Babies change and develop rapidly. Ensure parents are informed daily of whatever has sparked an interest or fear. Share the same from home.

Funny face Peek-a-Boo! First the practitioner establishes the game. They cover their face with both hands then remove them, smiling and saying ‘boo!’ in a sing-song voice. After a few goes they also pull a funny face, (sticking tongue out, looking surprised, screwing eyes shut etc.), allowing the child time to copy if they wish.

Scarf Peek-a-Boo! Use a scarf instead of hands to cover your face. Pull the scarf away, towards the child, saying ‘boo!’. Encourage the child to reach out, grasp, then pull the scarf for themselves. Use a range of materials and, when the child is ready, cover their face and repeat the game.

Snuggle song time Encourage parents to spend time at the end of each day cuddling their child, whilst smiling and singing favourite songs or rhymes. For nonconfident singers, settings can provide CDs of songs/rhymes.

Glossary of terms Mirroring: this is when one person copies another’s physical movements or gestures. It is a way to develop bonding and build understanding. Attachments: the affectionate tie between the child and another person.

Prime carer: the person the child spends most time with e.g. parent at home or key person in a setting. Reciprocal: mutual, given or received by each

other.

Caretaker speech/parentese: a form of

speech often used with babies. It can be higher in pitch than usual, has a sing-song quality and is often delivered with a smiling face, wide eyes and head movement.

Transitional: changing either activity, physical space/location or time of the day

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0 – 11 months

Progress Checklist: 0 – 11 months Name Date Age in months

Progress Checklist

Use different coloured pens to track assessments so that progress can be seen. Tick ‘yes’ if the child is fully able to perform the action. Tick ‘some difficulty’ if the child can sometimes perform the action but not easily. Tick ‘severe difficulty’ if the child rarely or never performs the action.

Yes

Some difficulty

Severe difficulty

Self-confidence and self-awareness The child reacts differently to a range of physical interactions. The child has favourite areas for tickling. The child uses different gestures or sounds to express their wants and needs. Note which and what they signify for the child. Managing feelings and behaviour The child appears more settled and calmer when snuggled into their carer’s shoulder/arms. The child is soothed by being held and rocked or walked around. The child responds positively to the use of caretaker speech or parentese. The child uses particular facial expressions, sounds or gestures to express their feelings.

The child joins in laughing with others. The child appears concerned or worried when they hear or see another child becoming upset. Making relationships The child cries to attract attention. The child makes special sounds (e.g gurgling) to attract attention. The child looks intently at familiar faces. The child mirrors exaggerated facial expressions. The child responds with physical movements when spoken to (note type/ intensity of movements). The child becomes more vocal, active or increases eye contact when they hear their prime carer. The child shows an interest in things that grab the carer’s attention. The child shows affection (gazing, touching, cuddling in) when being held or fed.

EARLY YEARS ASSESSMENT: PSED

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Early Years Assessment: PSED © Trudi Fitzhenry and Karen Murphy, published by Featherstone 2017

The child is more responsive at certain times.

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Chapter 2

Chapter 2

8 – 20 months

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8 – 20 months

Self-confidence and self-awareness Early Years Outcomes Enjoys finding own nose, eyes or tummy as part of naming games. Learns that own voice and actions have effects on others. Uses pointing with eye gaze to make requests, and to share an interest. Engages other person to help achieve a goal e.g. to get an object out of reach.

Links to the Characteristics of Effective Learning PLAYING AND EXPLORING

CREATING AND THINKING CRITICALLY

Finding out and exploring

Having their own ideas

★

showing curiosity about objects

★

thinking of ideas

★

using senses to explore the world around them

★

finding ways to solve problems

★ showing particular interests

finding new ways to do things

★

Making links

Being willing to ‘have a go’ ★

initiating activities

★

learning by trial and error

★

making links and noticing patterns in their experience

★

testing their ideas

Choosing ways to do things

e.g. following a game of ‘smelly sock’ where you pretend the child’s clean sock is smelly and take it off saying ‘Oh! Smelly sock!’ whilst wrinkling up your nose. The child tries to put their own sock back on. Help them to do this.

★

changing strategy as needed

e.g. when eye pointing is unsuccessful the child adds a noise to gain attention.

ACTIVE LEARNING Being involved and concentrating

Keeping on trying

★

maintaining focus on their activity for a period of time

★

showing high levels of energy, fascination

★

not easily distracted

Enjoying achieving what they set out to do

★

paying attention to details

★

★

persisting with an activity when challenges occur

★

showing a belief that more effort or a different approach will pay off

showing satisfaction in meeting their own goals

e.g. the child continues to look in the mirror and touch their nose then teddy’s nose even when the practitioner pauses the game to attend to another child’s need.

EARLY YEARS ASSESSMENT: PSED

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8 – 20 months FINDS OWN NOSE/EYES/TUMMY OWN VOICE/ ACTIONS HAVE EFFECTS POINTS TO MAKE REQUESTS ENGAGES TO ACHIEVE A GOAL

Chapter 2

Observation

Assessment

What you may notice…

What it may signify…

Does the child look at themselves in a mirror?

The child is developing an interest in facial features.

Can the child point to or look at their own nose, eyes or tummy?

The child is becoming aware of themselves and body parts.

Does the child make particular noises for a specific effect? E.g. ‘uh oh!’ when they are uncertain about something.

The child is becoming aware of cause and effect e.g. I make this noise and somebody helps me.

Does the child use their eyes to draw your attention to things they want, such as a toy or drink?

The child is becoming aware that their needs may be met if they look towards the things they want.

Does the child use their voice or actions to gain attention and engage another person?

The child is becoming more socially aware and interested in what others can do for them.

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Planning What you can do...

This links to the self-confidence and self-awareness section of the Progress Checklist on p33.

8 – 20 months

Chapter 2

Initially, label the facial feature and add a sound e.g. ‘Fran’s nose ‘beep’ ‘beep.’ (Practitioner touches own nose), ‘Oscar’s nose ‘beep’ ‘beep’ (See songs and rhymes p93 for words and actions) Then play the ‘Knock on the door’ game to introduce further body parts. (See songs and rhymes on p91 for words and actions) If the child is ready, extend the naming and finding of body parts e.g. If you’re happy and you know it find your toes… Use your observations to tune into each child’s particular sounds and respond appropriately to reinforce their confidence in you as a carer e.g. repeat the same sound and then talk about what the sound may mean. Take time to notice children’s interests and ensure that a range of appropriate objects are available within sight for the child to indicate their choices. Follow the child’s lead, however they try to express themselves. Respond positively with a supportive voice, remembering to label objects and actions and keep language simple.

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By 20 months a child’s developing sense of self may enable them to recognise themselves in a mirror.

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8 – 20 months

Chapter 2

Additional adult-led activities These are additional activities or guidance to further support this stage of development.

Mirror peek-a-boo Using a small safety mirror, play peek-a-boo, looking for individual body parts.

Home-time activities Key communication idea At this stage of development children often rely on their prime carer for emotional support and guidance in new or different situations or when meeting strangers. It is important to support this need with physical and vocal support – staying close for cuddles and talking to them in a soft and reassuring voice.

Your nose my nose Whenever the child touches their nose (or other body part) practitioner names it, then points to their same body part and names again e.g. ‘Oscar’s nose – Alex’s nose.’ Teddy has ears

It’s up to you During this stage children can be encouraged to start making simple choices e.g. offer them two different fruits as a snack. Hold out one at a time saying ‘apple?’ or ‘banana?’ Then show them both together allowing them to choose one.

When the child is interested in a particular soft toy, the practitioner can touch and name the toy’s body parts. Encourage the child to find the same body part. Then use the soft toy to locate the child’s body part.

Glossary of terms Eye pointing: using the eyes to communicate. Prime carer: the person the child spends most time with e.g parent at home or key person/ paired key person or buddy in a setting. 24

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8 – 20 months

Managing feelings and behaviour Early Years Outcomes Defers to familiar adult to share feelings such as excitement or pleasure, and for ‘emotional refuelling’ when feeling tired, stressed or frustrated. Growing ability to soothe themselves (may like to use a comfort object). Cooperates with caregiving experiences, e.g. dressing. Beginning to understand ‘yes’, ‘no’ and some boundaries.

Links to the Characteristics of Effective Learning PLAYING AND EXPLORING

ACTIVE LEARNING

Being willing to ‘have a go’

Being involved and concentrating not easily distracted

★

seeking challenge

★

★

showing a ‘can do’ attitude

Keeping on trying

e.g. the child is determined to feed themselves and explores different ways of doing this using fingers or appropriate cutlery.

★

persisting with activity when challenges occur

e.g. when trying to retrieve their favourite comforter, the child will tug and pull until it gives or until help arrives.

CREATING AND THINKING CRITICALLY Making links ★

Making links and noticing patterns in their experience

★

Testing their ideas

e.g. when told not to go near a potential area of risk (e.g. a closed door) the child stops and listens to the instruction and may repeat part of the phrase such as ‘no, door’. Sometimes the child will persist in their chosen route to test what will happen next.

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8 – 20 months USES FAMILIAR ADULT SOOTHES SELF COOPERATES WITH CARE GIVING BEGINNING TO UNDERSTAND BOUNDARIES

Chapter 2

Observation

Assessment

What you may notice…

What it may signify…

Does the child seek out their prime carer in response to a range of experiences in order to share their emotions and have these validated?

The child may need comfort and reassurance when anxious or confused. They may want someone to share in their excitement or joy.

Does the child suck their thumb or show other signs of needing comfort through accessing a regular relaxation area or familiar comfort object?

The child is more aware of their own needs and feelings and how they wish to have these met.

Can the child lift their legs when having a nappy changed or attempt to take their socks off?

The child is growing in independence and is exploring new skills.

When the child is asked to do or not to do something, do they often comply?

The child is beginning to accept boundaries and organisational constraints.

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Planning What you can do...

This links to the managing feelings and behaviour section of the Progress Checklist on p33.

8 – 20 months

Chapter 2

Be flexible with planning and routines unless they impact on safety e.g. you are about to start modelling some lively play with musical instruments or sound producing toys when one of your children gets very close to you and puts out their arms to be picked up. You know that the child usually does this when they are tired. Consequently, you may decide to do this activity later, after the child has rested or slept and switch to a more calming activity such as snuggling in the book corner for stories and lullabies. Check that your setting has a relaxation area and that children’s comfort objects are readily available for when they need to access them independently.

Ensure the child has time (and support as necessary) to complete a self-chosen task e.g. accessing their own cup from the snack area and having a drink when thirsty. Offer praise and recognition when the child follows a simple instruction. Make sure you are consistent with how ‘yes’ and ‘no’ are used in the setting and how practitioners react when children don’t comply.

At this stage of development many children require a comfort object in order to settle and rest.

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8 – 20 months

Chapter 2

Additional adult-led activities These are additional activities or guidance to further support this stage of development.

Oh no, I’ve lost your hand! Encourage the child to participate actively in caregiving routines by making them fun e.g. when putting on a coat with a hood, put the hood on first, then lift the sleeve to about 90°, hold the sleeve open at the cuff, look up the sleeve and say ‘where’s…(child’s name) hand? I’ve lost it, where is it?’ as the child attempts to put their arm into the sleeve encourage with ‘I can see it … it’s on its way… keep going… found it!’

Home-time activities Key communication idea If the child’s main comfort object is a soother (dummy) the setting must communicate their policy on the use of soothers with parents and carers whilst being mindful of meeting the child’s needs.

Feelings fun Share a photo album of familiar people and shared activities. Talk to the child about what they were doing and remind them of how it felt. E.g. ‘Look at Grandad’s face when the wave splashed him! Do you think he was surprised?’

Tone of voice It is important when teaching young children about boundaries and expectations that all practitioners adopt the same approach and tone of voice when giving simple instructions. ‘Yes’ and ‘no’ in a sing-song voice as part of a game or song are very different from a firm ’no!’ to warn a child of danger. Sharing a consistent approach with home is equally important for the child’s developing awareness of social and behavioural boundaries.

Time to relax Organise resources so that the children have a quiet area to go to when they want to rest. Place soft blankets, bean bags and cushions where the children can reach them. Have an assortment of clean, soft cuddly toys and dim lamps or fairy lights.

Home from home If English is not the child’s first language, or if they are bilingual and used to hearing rhymes in another language, ask parents to record themselves singing any lullabies or rhymes that they sing at home in their first or second language. These can be played to the child for comfort and to support language development.

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Glossary of terms Prime carer: the person the child spends most time with e.g. parent at home or key person/ paired key person or buddy in a setting. Validate: to confirm and support the child’s current experiences.

Organisational constraints: the systems and routines that are in place to keep children safe and support their development within the context of a setting. EARLY YEARS ASSESSMENT: PSED

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8 – 20 months

Making relationships Early Years Outcomes Seeks to gain attention in a variety of ways, drawing others into social interaction. Builds relationships with special people. Is wary of unfamiliar people. Interacts with others and explores new situations when supported by a familiar person. Shows interest in the activities of others and responds differently to children and adults e.g. may be more interested in watching children than adults or may pay more attention when children talk to them.

Links to the Characteristics of Effective Learning PLAYING AND EXPLORING

ACTIVE LEARNING

Finding out and exploring

Being involved and concentrating

★

showing curiosity about objects, events and people

★

using senses to explore the world around them

Playing with what they know ★

representing their experiences in play

★

acting out experiences with other people

★

paying attention to details

Keeping on trying ★

persisting with an activity when challenges occur

e.g. when they drop a toy, or a practitioner has hidden a toy, they continue to remain interested in the object. They look for the object, may point to where the object went and may then look at the practitioner to retrieve or reveal the object.

Being willing to have a go ★

showing a ‘can do’ attitude

e.g. functional use of toys such as telephones, having ‘conversations’ with a familiar adult.

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8 – 20 months BUILDS RELATIONSHIPS/ SEEKS TO IS WARY GAIN ATTENTION INTERACTS WITH OTHERS SHOWS INTEREST AND RESPONDS

Chapter 2

Observation

Assessment

What you may notice…

What it may signify…

Does the child use a social smile, eye contact, vocalisation of a range of sounds or basic words and/or pointing to request attention or action?

The child is ready and wants to engage socially with others.

Does the child smile when spoken to or when approached by a familiar adult?

The child is becoming more confident with familiar adults but needs support to engage with those who are unfamiliar.

Does the child turn away, look fearful, cry or use social referencing when the adult is not well known to them? Is the child much more willing to engage with others and new experiences when a key person is present?

The child is interested in other people, children and new experiences but lacks confidence to engage without support.

Does the child prefer to watch or seem reticent to engage in certain types of new and unfamiliar activities e.g. sensory exploration of jelly or gloop?

The child needs time to visually process and begin to understand activities prior to participation.

Is the child more attentive when young children are playing near?

The child is becoming aware of similarities between themselves and other young children.

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Planning What you can do...

This links to the making relationships section of the Progress Checklist on p33.

8 – 20 months

Chapter 2

Respond to the sounds the child has made and extend vocalisation by adding actual words such as ‘Yes…(child’s name), I’m coming’ then move into the child’s visual range and continue the ‘conversation’. Ensure there are daily opportunities for the child to spend time playing and exploring with a key person to strengthen existing relationships. Introduce unfamiliar adults by including them alongside the familiar adult, gradually increasing their level of involvement. Ensure that a key person is aware of which adults are working within the room and what types of activities are planned. All practitioners need an awareness of which children may need familiar support and when.

By 9 months many children are showing signs of affection

Allow children to watch activities, encouraging them to participate when ready. Some children will have a go at actitivies if they are adapted to suit the child e.g. if the child seems reticent to put their hands into the jelly or gloop would they prefer to stir it with a wooden spoon, wear disposable gloves or put the practitioner’s hand in? Ensure there are opportunities for playing alongside other children of different ages.

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8 – 20 months

Chapter 2

Additional adult-led activities These are additional activities or guidance to further support this stage of development.

To me, to you Sit opposite the child, a small distance apart. Use an object that will roll or travel easily such as a chunky toy car. Push it towards the child saying ‘To …’ (use child’s name). Then encourage them to send it back to you ‘To …’ (use your name). Reward any successes with praise and smiles. Once the child is familiar with the game you can roll/push the object to an unfamiliar adult, again saying their name. They then roll/push the object to the child. The child is encouraged to send it back to the unfamiliar adult.

Viewing stations Provide comfortable and secure areas for children to sit and watch others. Make sure there is good visibility so that they can choose what to watch. Use this as an opportunity to introduce some simple pole-bridging talk or commentating.

Home-time activities Key communication idea Practitioners may produce a leaflet or hold parent meetings that explain the importance of the use of physical demonstration, repetition, simple instructions and ‘cheerful’ vocalisation to encourage participation and imitation. Introducing the element of anticipation also helps to sustain interest and concentration. They could include some activities that demonstrate this such as:

Where’s it gone? Using a favourite toy from home the parent/ carer ‘hides’ it under a small blanket or cloth saying ‘Where’s the …’ (naming the object), they then pull the cloth away to reveal the object saying ‘Here’s the …’. Repeat a few times then encourage the child to look for the toy themselves. If the child loses interest the adult ‘finds’ the toy and gives it to the child.

What’s it for? Encourage functional use of objects after plenty of opportunities to explore by repeatedly demonstrating/modelling and encouraging with smiling and eye contact.

Glossary of terms Vocalisation: use of the voice to produce sounds or words.

Social referencing: looking to another

person (often a familiar adult) to see their facial expressions and reactions.

Visually process: the ability to identify and make sense of what is seen. Visual range: the area that a child can comfortably see. Pole-bridging/commentating: using

language alongside a child to describe what you or they are doing or seeing.

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8 – 20 months

Progress Checklist: 8 – 20 months Name Date Age in months

Progress Checklist

Use different coloured pens to track assessments so that progress can be seen. Tick ‘yes’ if the child is fully able to perform the action. Tick ‘some difficulty’ if the child can sometimes perform the action but not easily. Tick ‘severe difficulty’ if the child rarely or never performs the action. Yes

Some difficulty

Severe difficulty

Self-confidence and self-awareness The child looks at themselves in a mirror. The child is able to point to or look at their own nose, eyes or tummy. (Note which body parts.) The child makes particular noises for a specific effect. The child uses their eyes to draw your attention to things they want. The child uses their voice or actions to gain attention and engage another person. Managing feelings and behaviour The child seeks out their prime carer in response to a range of experiences in order to share their emotions and have these validated. The child may suck their thumb or show other signs of needing comfort through accessing a regular relaxation area or familiar comfort object. (Note favourites.) The child joins in with some care giving routines. (Note which ones.) When the child is asked to do or not to do something, they often comply. Making relationships The child uses a social smile to request attention or action. The child uses eye contact to request attention or action. The child uses their voice to request attention or action. The child uses pointing to request attention or action. The child smiles when spoken to or approached by a familiar adult. The child turns away, looks fearful, or cries when the adult is not well known to them. The child is much more willing to engage with others and new experiences when a key person is present. The child prefers to watch or seems reticent to engage in certain types of new and familiar activities. The child appears more attentive when young children are playing near.

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Early Years Assessment: PSED © Trudi Fitzhenry and Karen Murphy, published by Featherstone 2017

(Note sounds and meanings.)

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Chapter 3

16 – 26 months

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Early Years Outcomes Explores new toys and environments, but ‘checks in’ regularly with familiar adult as and when needed.

16 – 26 months

Self-confidence and self-awareness

Gradually able to engage in pretend play with toys (supports child to understand their own thinking may be different from others). Demonstrates sense of self as an individual, e.g. wants to do things independently, says ‘no’ to adult.

Links to the Characteristics of Effective Learning PLAYING AND EXPLORING

ACTIVE LEARNING

Finding out and exploring

Being involved and concentrating

★

showing curiosity about objects, events and people

★

maintaining focus on their activity for a period of time

★

using senses to explore the world around them

★

paying attention to details

★

engaging in open-ended activity

Keeping on trying

★

showing particular interests

★

Playing with what they know ★

pretending objects are things from their experience

★

representing their experiences in play

★

acting out experiences with other people

persisting with activity when challenges occur

Enjoying achieving what they set out to do ★

showing satisfaction in meeting their own goals

e.g. the child chooses a new puzzle and after several attempts is able to complete it. They go to a practitioner and lead them to the completed puzzle.

Being willing to ‘have a go’ ★

initiating activities

★

showing a ‘can do’ attitude

e.g. the child chooses to access the role play area and starts to put plastic food in a pan, stirring it around. They go to their prime carer and offer them some food. They are starting to use toys in a functional manner.

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Assessment

What you may notice…

What it may signify…

EXPLORES NEW TOYS/ ENVIRONMENTS

Does the child lead their parent or prime carer to toys and activities that interest them? Do they keep an eye on their prime carer to make sure they remain near by?

The child is becoming more independent in their play yet needs the security of a familiar adult near by for social referencing.

PRETEND PLAY BEGINS

16 – 26 months

Observation

Can the child use some objects in a functional manner in their play?

The child has noticed how adults use different objects and is beginning to copy this in their play.

INDIVIDUAL/ INDEPENDENT

Chapter 3

Does the child cry when told ‘no’? They may become frustrated and throw things or shout and stamp about.

The child is beginning to assert their sense of self and is making their individual needs known.

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Planning What you can do...

This links to the self-confidence and self-awareness section of the Progress Checklist on p47.

16 – 26 months

Chapter 3

As the child becomes more independent remind them that they can come and find you at any time. Letting them know where you are and what you are doing encourages them to explore confidently even if they are not physically close or within sight e.g. they are playing in the sand with some new toys that you have just shown them how to use. You need to help another child wash their hands, so you let them know where you are going. Provide a wide range of interesting toys and objects to support imaginative play e.g. old phones, kitchen utensils, play food etc. Make sure you model how these can be used in developing role play.

By 18 months many children will happily play alone when their prime carer is nearby.

If there is a good reason for stopping a child from doing what they want, say ‘no’ in a clear voice while holding up a flat, open palm. Then distract the child with an interesting alternative. Ensure all practitioners follow the same clear and consistent boundaries and responses to difficult behaviours.

During this stage children’s play becomes increasingly more focussed and intentional.

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16 – 26 months

Chapter 3

Additional adult-led activities These are additional activities or guidance to further support this stage of development.

Well done! When a child has shown independence and been able to do something new for themselves, share their success through praise or singing the Well done song (See songs and rhymes p93 for words and actions).

All about me Take time to share the child’s learning journey with them. Talk about the different choices they made and things they have done. Praise and recognise their successes.

Home-time activities Key communication idea When the child has managed something independently for the first time in your setting, share their delight with home e.g. by taking a picture or sharing their learning journey that day.

Settle me in When the child arrives at their setting it is important to establish who will be their prime carer for the day. Ask the staff and take the child to greet the practitioner. If there is going to be a change in staff, show the child the daily noticeboard and the practitioners’ photographs.

Glossary of terms Prime carer: the person the child spends most time with e.g. parent at home or key person/ paired key person or buddy in a setting. Functional manner: using toys to represent real objects in play e.g. uses a toy phone in the same manner as a real phone. Social referencing: looking to another

person (often a familiar adult) to see their facial expressions and reactions.

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Early Years Outcomes Is aware of others’ feelings e.g. looks concerned if hears crying or looks excited if hears a familiar happy voice.

16 – 26 months

Managing feelings and behaviour

Growing sense of will and determination may result in feelings of anger and frustration which are difficult to handle e.g. may have tantrums. Responds to a few appropriate boundaries, with encouragement and support. Begins to learn that some things are theirs, some things are shared, and some things belong to other people.

Links to the Characteristics of Effective Learning PLAYING AND EXPLORING

ACTIVE LEARNING

Finding out and exploring

Being involved and concentrating

★

showing curiosity about objects, events and people

Being willing to ‘have a go’ ★

taking a risk, engaging in new experiences, and learning by trial and error

e.g. the child remembers hand printing with a practitioner. They try to repeat the activity themselves, covering their hands with paint then printing on nearby objects. A practitioner intervenes to encourage the child to experiment with printing on appropriate materials.

CREATING AND THINKING CRITICALLY Making links ★

making links

★

maintaining focus on their activity for a period of time

★

not easily distracted

Keeping on trying ★

persisting with an activity when challenges occur

★

bouncing back after difficulties

e.g. when a child is stacking different shaped wooden blocks, they become frustrated when the stack keeps collapsing. After several unsuccessful attempts they throw a block in anger. A practitioner intervenes for safety and prevents further throwing. The child looks as though they may have a tantrum, but the practitioner is able to sensitively support the child to have another go and successfully build the tower with adult support.

e.g. on arrival at the setting the child leads their carer to the coat peg with their picture on. The carer helps them to take off their coat and hang it on the peg with their bag containing spare clothes. They recognise that the picture represents them.

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APPROPRIATE BOUNDARIES

GROWING SENSE OF WILL

AWARE OF OTHERS’ FEELINGS

16 – 26 months

Chapter 3

Observation

Assessment

What you may notice…

What it may signify…

Does the child turn and look when they hear others expressing their feelings? Is their reaction dependent on the tone and emotion? E.g. they look concerned or frightened when they hear a loud and angry ‘no!’ followed by tears or throwing objects.

The child is becoming aware that other children and adults have feelings.

When they can’t do what they want to do or have what they want does the child respond by throwing themselves onto the floor, lashing out, snatching, crying, holding their breath or exhibiting a combination of challenging behaviours?

The child is attempting to communicate their wants and needs.

Does the child sometimes stop and listen to a practitioner’s request and do what is asked?

The child is becoming aware of some boundaries and may understand that there will be a consequence if they push these as well as a positive reaction if they follow the expectations of the setting.

Does the child have favourite toys or objects that they are unwilling to share?

The child is beginning to develop an understanding of ownership.

OWNERSHIP

Is the child sometimes willing to share?

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Planning What you can do...

This links to the managing feelings and behaviour section of the Progress Checklist on p47.

16 – 26 months

Chapter 3

Make practising the communication of emotions part of everyday routine e.g. create a feelings display with large photographs of children and adults expressing a range of emotions (for young children keep this simple). As children arrive at the setting they can be encouraged to place a smaller photograph of themselves onto or below the one that most matches how they feel that day. As the child chooses the photograph, name the feeling and mimic the facial expression. Be aware of the child’s feelings and any common tantrum triggers (tired, hungry, over or under stimulated children are more likely to display undesirable behaviour) and meet these needs first. Follow a consistent pattern of response across the setting such as; 1: Try to distract, 2: Remain calm and use a soft voice, 3: If the child and others are safe ignore the behaviour, 4: Praise the child once they are behaving appropriately. Ensure all practitioners are consistent with how they set boundaries for children, what is acceptable at each stage of development and how they will respond when children experiment with pushing the boundaries e.g. in an under 2 playroom there is a door that opens into the room. Practitioners need to ensure the children are safe so whenever a child rolls, crawls or walks too close they use a calm, but firm voice to say ‘Child’s name…stop!’. At the same time they raise their hand to give the stop signal. If the child stops the practitioner smiles and says ‘Well done… child’s name, come away from the door.’ If they don’t stop or continue moving, the practitioner calmly guides the child away from the door repeating ‘Come away from the door’. Provide lots of opportunities for children to play alongside each other using similar and same resources e.g. heuristic treasure baskets, containers for filling and emptying with a range of age appropriate materials such as large smooth shells, wooden dolly pegs, wooden spoons. Ensure there is plenty to go round. Remember that it is not always appropriate to expect a child to share. Practitioners need to be sensitive to contributing factors e.g. has the child had a reasonable amount of time with the toy or if the object belongs to the child, can the adult encourage them to play alongside other children with their toy?

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The “terrible twos”! At around 2 years many children have tantrums when they are unable to express themselves or get their own way.

At this stage, most children are able to sit and listen to an interesting story for a short period of time.

During this stage children may become very clingy and demanding of prime carer’s attention.

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16 – 26 months

Chapter 3

Additional adult-led activities These are additional activities or guidance to further support this stage of development.

Well done…child’s name Be aware of situations where the child might find it easier to engage with others. Support these opportunities, making sure that you praise children when they let others join in their play, demonstrate sharing, and/or interacting well with others. You could sing the ‘well done’ song (See songs and rhymes p93 for words and actions).

Home-time activities Key communication idea For children in multiple childcare situations it is important, for the child’s feeling of security and emotional well-being, that settings and parents communicate daily with each other and are consistent in how they manage behaviour. A shared message book and/or a photo book with pictures of adults within each environment may be useful. Linking up electronic observation systems is another good way of ensuring a consistent approach.

Policy into practice It’s ok Remember that it can be quite scary witnessing extreme emotions. Children need reassuring that they are alright, even if another child is hurt or upset and that you as their key person or prime carer will be there. The child may just need a smile and a nod, or they may need you to explain what is happening. For example, ‘Joe is very upset because it is Tom’s turn to play with the red train’. Or, ‘Joe is crying because he has bumped his toe, but Rosie (a practitioner) is helping to make him feel better’.

Make sure that all staff and parents are aware of your setting’s policies on managing behaviour, including how biting and other physical incidents are managed and recorded.

Treasure trove Encourage parents/carers to create their own treasure boxes by filling a small cardboard box with suitable objects from around the house to bring into the setting. Make time in the day for children to share their treasures within their pastoral group.

Easy does it!

Mirror Mirror

Children at this age often express being overwhelmed by their emotions through hitting out, biting and tantrums. Perceptive observations and discussions with colleagues and carers enable practitioners to identify the signals, such as facial expressions, body language and actions that the child exhibits when calm and relaxed. Increasing opportunities for relaxation and being aware and ready to support the child when they appear overwhelmed enables the child express their emotions more effectively.

Share a mirror with the child, taking it in turns to pull different silly faces as well as some feelings faces e.g. ‘Mummy is feeling happy! Look at my happy face. Can you show me a grumpy face? An excited face?’ Model new and unfamiliar emotional expressions for the child.

Let’s work together Encourage sharing and co-operative play by providing opportunities for children to do things together e.g. if push-along toys are wide enough, support children to push in pairs. When using pull-along toys, can one child pull and one child push. (Be there to support so that balance is maintained between each child’s effort.) 42

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Glossary of terms Heuristic: useful for discovering knowledge. Usually from learning about the properties of ‘real’ objects rather than toys. Prime carer: the person the child spends most time with e.g. parent at home or key person/ paired key person or buddy in a setting. Pastoral group: the child’s main key

worker group linked to social and emotional development as well as care giving. EARLY YEARS ASSESSMENT: PSED

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16 – 26 months

Making relationships Early Years Outcomes Plays alongside others. Uses a familiar adult as a secure base from which to explore independently in new environments, e.g. ventures away to play and interact with others, but returns for a cuddle or reassurance if becomes anxious. Plays cooperatively with a familiar adult, e.g. rolling a ball back and forth.

Links to the Characteristics of Effective Learning PLAYING AND EXPLORING

ACTIVE LEARNING

Finding out and exploring

Being involved and concentrating

★

showing curiosity about objects, events and people

★

engaging in open-ended activity

★

showing particular interests

Being willing to ‘have a go’ ★

taking a risk, engaging in new experiences, and learning by trial and error

e.g. practitioners have set up a new mud kitchen outside. The child watches for a while then approaches and starts to explore the equipment. When mud splashes onto her clothes the child looks to a key person anxiously, then relaxes and continues to play as she is reassured.

★

paying attention to details

Enjoying achieving what they set out to do ★

enjoying meeting challenges for their own sake rather than external rewards or praise

e.g. the child, who is usually reluctant to play alongside others, is fascinated by some new toys and spends a significant amount of time exploring the new resources alongside others.

CREATING AND THINKING CRITICALLY Having their own ideas ★

finding new ways to do things

Making links ★

making links and noticing patterns in their experience

e.g. the child sees some painted fir cones hanging from the ceiling of the playroom which are out of reach. She approaches a practitioner, arms out stretched and when picked up twists her body and gazes towards the cones. The practitioner responds by lifting her so she can touch them, then engages her in a game of patting the cones and watching them swing and collide.

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PLAYS COOPERATIVELY

EXPLORES

PLAYS ALONGSIDE OTHERS

16 – 26 months

Chapter 3

Observation

Assessment

What you may notice…

What it may signify…

Has the child has started to play alongside others? This may be particular children or specific activities.

The child is showing an interest in joining in with other children and in social activities.

When interested or curious about a new situation or activity is the child willing to explore tentatively on their own? They may return to a key person for support from time to time.

The child is forming/has formed secure attachments.

Is the child able to join in a game for a short while when supported by a key person?

The child is beginning to gain an understanding of sharing and ‘give and take’.

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Planning What you can do...

This links to the making relationships section of the Progress Checklist on p47.

16 – 26 months

Chapter 3

Observe and note particular interests that may be shared. Provide opportunities for children to engage in them together and use pole-bridging/commentating to support communication. Offer a range of activities that boost resilience by becoming a complimentary secure base and supporting the child in exploring their environment in a playful way. Take your lead from the child by tuning in to their needs e.g. ensure that the child knows where you are, offer appropriate physical support (hugs, cuddles, hand holding) and smiles and nods of encouragement when needed.

From around 18 months children may begin early role play.

When bubble blowing with a child/children model the language and skills involved in turn taking e.g. ‘Wait, my turn first’, ‘Whose turn next?’, ‘It’s …......’s turn.’

Some children are beginning to share and demonstrate an element of give and take.

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16 – 26 months

Chapter 3

Additional adult-led activities These are additional activities or guidance to further support this stage of development.

Can you do this? Gather a collection of pictures of children engaged in a range of everyday activities (playing, brushing hair, dressing etc.), and appropriate objects for the child/children to be able to mimic what they see. Show a picture and talk about what is happening, then see if the child/children can select the appropriate object and mimic the activity. Make sure you select a range that includes cultural diversity and disability to help children begin to develop an understanding of similarity and difference.

Home-time activities Key communication idea Playful exploration of their environment helps children build resilience and lays the foundations for cognitive development.

Who’s who and what’s what When visiting friends or family where the environment or people present are new, allow time to support your child to explore. Explain who everyone is and show them where/what they can play with and remain close so that they can look or come to you for cuddles and reassurance when they need to.

Glossary of terms Attachments: the affectionate ties between the child and another person.

Pole-bridging/Commentating: using language alongside a child to describe what you or they are doing or seeing. Resilience: the capacity to recover quickly from difficulties. Tuning in: understanding and being empathetic to the child’s point of view, feelings and needs. Cognitive development: the ability to think and understand.

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16 – 26 months

Progress Checklist: 16 – 26 months Name Date Age in months

Progress Checklist

Use different coloured pens to track assessments so that progress can be seen. Tick ‘yes’ if the child is fully able to perform the action. Tick ‘some difficulty’ if the child can sometimes perform the action but not easily. Tick ‘severe difficulty’ if the child rarely or never performs the action.

Self-confidence and self-awareness The child leads their parent or prime carer to toys and activities that interest them. The child checks that their prime carer remains nearby. The child uses some objects in a functional manner in their play. The child may cry when told 'No!' They may become frustrated and throw things or shout and stamp about. (Note usual behaviours.) Managing feelings and behaviour The child turns and looks when they hear others expressing emotions. Their reaction is dependent on the tone and emotion. When they cannot do or have what they want the child responds by exhibiting difficult behaviours. The child may stop, listen to a practitioner's request and do what is asked. The child has favourite toys or objects that they are unwilling to share. The child is sometimes willing to share. Making relationships The child has started to play alongside others. This may be particular children or specific activities. (Note which.) The child is willing to explore tentatively on their own. The child may return to a key person for support from time to time. The child is able to join in a game for a short while when supported by a key person.

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Some difficulty

Severe difficulty Early Years Assessment: PSED © Trudi Fitzhenry and Karen Murphy, published by Featherstone 2017

Yes

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Chapter 4

Chapter 4

22 – 36 months

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22 – 36 months

Self-confidence and self-awareness Early Years Outcomes Separates from main carer with support and encouragement from a familiar adult. Expresses own preferences and interests.

Links to the Characteristics of Effective Learning PLAYING AND EXPLORING

ACTIVE LEARNING

Finding out and exploring

Being involved and concentrating

★

showing curiosity about objects, events and people

★

maintaining focus on their activity for a period of time

★

using senses to explore the world around them

★

showing high levels of energy, fascination

★ engaging in open-ended activity

not easily distracted

★

★ showing particular interests

paying attention to details

★

Being willing to ‘have a go’ ★

Keeping on trying ★

showing a ‘can do’ attitude

e.g. the child is fascinated by the snow. They choose to go out during free flow play. They ask the practitioner if some snow can be brought inside to see what happens.

persisting with activity when challenges occur

e.g. the child is digging holes in the mud and comes across a rock embedded in the soil. They try to dig through it then move their trowel to the side and dig beside it. This loosens the rock and they take it to show a familiar practitioner.

CREATING AND THINKING CRITICALLY Having their own ideas ★

Thinking of ideas

★

Finding ways to solve problems

★

Finding new ways to do things

e.g. the child watches through the window as their prime carer from home leaves the setting. They are upset at first then go to the mark making area and start to make a picture. They say it is for their Daddy.

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EXPRESSES INTERESTS

SEPARATES FROM MAIN CARER

22 – 36 months

Chapter 4

Observation

Assessment

What you may notice…

What it may signify…

On arrival at the setting does the child readily join in an activity? Do they sometimes say or wave goodbye to their prime carer?

The child is forming/has formed secure attachments.

Does the child exhibit signs of over-anxiety, clinginess or indifference when their prime carer attempts to leave? They may physically cling to them, cry, scream, or ignore them completely.

The child may be displaying signs of insecure attachment.

Can the child choose one activity to pursue from a range offered?

The child knows which activities they enjoy and can make a choice.

Does the child constantly move from one activity to another without fully engaging?

The child is unsure about their preferences and has difficulty making choices and engaging in an activity.

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Planning What you can do...

This links to the self-confidence and self-awareness section of the Progress Checklist on p61.

22 – 36 months

Chapter 4

Make sure the child knows who their prime carer for the day is and where to find them. Talk to them about any changes to the daily routine so they are prepared. Ensure there are opportunities throughout the day for oneto-one time with the child who shows insecure patterns of attachment. Allow them to feel special by allocation of a special job or having first choice of a particular toy.

Make sure that there are sufficient activities available to interest the child and move their learning on. Use your observations to determine the child’s current level of development. Help the child to choose from a smaller range of suitable activities. Support them to engage for a short period of time.

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Many children will independently explore new activities and equipment that capture their interest.

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22 – 36 months

Chapter 4

Additional adult-led activities These are additional activities or guidance to further support this stage of development.

Patience Young children who have insecure attachments may take considerable time and need lots of patience and kindness from the practitioner in order to form any trusting relationship or bond. Observing the child discreetly as they play will enable you to plan activities that meet their current interests and needs.

Planning time Have a regular time each week to chat to the children about activities they have enjoyed in the setting. Ask them their ideas for new activities for each area. Use photographs of available resources to stimulate interest and ideas.

Home-time activities Key communication idea Research shows that children that have formed secure attachments have well-developed brains and are able to create more connections. Where possible having consistent supportive responses to the child, particularly in times of fear or distress, will give the child a good opportunity for forming secure attachments.

Trust object If the child finds it difficult to separate from their prime carer from home, suggest leaving a transitional object as a bond to show the child that their carer will return for them e.g. any object that the child feels the adult values or will need to return for.

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Glossary of terms Prime carer: the person the child spends most time with e.g. parent at home or key person/ paired key person or buddy in a setting. Secure attachments: children who have experienced a warm and loving response at times of fear or distress are able to form secure attachments. Insecure attachments: children who have

experienced chaotic or inconsistent or no response at times of fear or distress may have difficulty in forming secure attachments.

Transitional object: a familiar object used to provide psychological comfort for small children.

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22 – 36 months

Managing feelings and behaviour Early Years Outcomes Seeks comfort from familiar adults when needed. Can express their own feelings such as sad, happy, cross, scared, worried. Responds to the feelings and wishes of others.

Aware that some actions can hurt or harm others.

Tries to help or give comfort when others are distressed. Shows understanding and cooperates with some boundaries and routines.

Can inhibit own actions/behaviours, e.g. stop themselves from doing something they shouldn’t do. Showing a growing ability to distract themselves when upset, e.g. by engaging in a new play activity.

Links to the Characteristics of Effective Learning PLAYING AND EXPLORING

ACTIVE LEARNING

Finding out and exploring

Keeping on trying

★

showing curiosity about objects, events and people

Being willing to ‘have a go’ ★

initiating activities

★

showing a ‘can do’ attitude

★

taking a risk, engaging in new experiences, and learning by trial and error

e.g. the child notices another child is upset and is being comforted by their key person. They search for and offer a cuddly toy from the quiet area to the distressed child.

★

persisting with activity when challenges occur

Enjoying achieving what they set out to do ★

being proud of how they accomplished something – not just the end result

e.g. the child is fascinated by the pedal bin and keeps returning to it to attempt to press the pedal and open the bin, in spite of being asked to stop because the bin is dirty. When the bin is moved, the child sees the bin and says ‘dirty bin’. The child looks to the adult for approval as they have not opened the bin.

CREATING AND THINKING CRITICALLY Making links ★

making links and noticing patterns in their experience

Choosing ways to do things ★

planning, making decisions about how to approach a task, solve a problem and reach a goal

e.g. when the practitioner picks up the sleigh bells that signify snack time, the child rolls their sleeves up and heads towards the sink to wash their hands before the bells have been rung. The child understands what the sleigh bells represent and is ready for this familiar routine. EARLY YEARS ASSESSMENT: PSED

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22 – 36 months SEEKS COMFORT EXPRESSES FEELINGS AWARENESS OF OTHERS UNDERSTANDING BOUNDARIES DISTRACTS SELF

Chapter 4

Observation

Assessment

What you may notice…

What it may signify…

Does the child go to their prime carer when they are upset or anxious?

The child has developed a trusting bond with their prime carer and seeks their support when needed.

Can the child talk about or express how they are feeling in context, e.g. ‘I am tired today’, or go and lie down in the quiet area because they are tired?

The child can recognise and may be starting to label and express a basic range of emotions.

Does the child respond positively to a request from another child or adult in the setting?

The child can respond in social situations and is beginning to respect the needs and wishes of others.

Does the child refuse to make eye contact or hide if they have hurt or upset another child?

The child may recognise that they have caused upset.

Does the child try to cuddle an upset friend or respond to an adult’s request for help e.g. find a tissue?

The child is becoming more aware of the needs and feelings of others and how their actions may help.

Does the child tidy up when they hear the first request or other signal (e.g. tidy up music, train whistle)?

The child has internalised the agreed signals and understands the expectations of the setting.

Can the child stop and think before reacting e.g. when another child takes a toy, do they come and tell you?

The child is showing some control over their feelings and immediate responses.

Will the child go and find another activity to engage in when their attempts to join in a group are unsuccessful?

The child is beginning to be able to manage disappointment and adapt flexibly to a situation.

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Planning What you can do...

This links to the managing feelings and behaviour section of the Progress Checklist on p61.

22 – 36 months

Chapter 4

Continue to develop the child’s sense of trust by responding quickly and consistently to their needs. This helps them to understand that they can depend on their care givers. Allow time for children to express their feelings when they are approached. Getting down to the children’s level and responding with a sympathetic tone will nurture their trust. In the role play area, pretend to be ill and encourage the child to help you. Can they make you a cup of tea or bring you a hot water bottle? Encourage the child to acknowledge what has happened and find a resolution with you, which may include apologising. Using a script based on conflict resolution principles may help. Praise the child for their kind actions. Recognising positive behaviour and letting the child know what it is that you are pleased with can embed these behaviours and encourage more of the same. Recognise and offer genuine praise to all children who respond. This can also act as a proximity praise reminder to other children who have not yet responded. If a child talks to you about a concern, take the time to listen and help them to resolve it. If a child can’t stop and think before reacting then use the conflict resolution principles to help resolve the situation. Notice the positive choices the child has made and support them in their new choice of activity. If the child finds it difficult to manage feelings of disappointment, take time to listen to them and help them to find a new area of interest.

Towards the end of this stage many children are able to engage in play with other children.

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22 – 36 months

Chapter 4

Additional adult-led activities These are additional activities or guidance to further support this stage of development.

Story time Share stories that show child characters seeking reassurance, e.g. Owl Babies by Martin Waddell, Walker.

Word building Identify children who are struggling to express their feelings verbally. During focussed activities or throughout the day, show the children some emotion symbols or pictures and model choosing one to represent how you are feeling, e.g. ‘I am feeling excited today—this is a picture showing how I feel. How do you feel today?’ Encourage the use of feelings vocabulary linked clearly to pictures and facial expressions. Share the book How are you feeling today? by Molly Potter, Bloomsbury.

Home-time activities Key communication idea Share emotion symbols with parents to use when talking about a range of feelings with their child. This is particularly helpful for families where English is an additional language.

Puppet play Use a puppet to show children different ways of expressing their feelings. Make up a story about the puppet feeling sad, scared or happy and what they do to show this whilst modelling linked facial expressions for the child to see e.g. ‘Sammy the seal has run out of fish, he is worried and hungry. How can we help him to feel better?’ Praise the child for their ideas and work together to finish the story.

Interactive feelings display Extend the feelings photograph display to include a wider range of emotions. Encourage children to move their photographs throughout the session as their feelings or mood change. Practitioners must be alert to any changes so that they can support the child to manage these. For example, if a child moves their photograph from happy to angry they can find out what has happened and help to resolve the situation.

Glossary of terms Conflict resolution: a way of resolving a

disagreement that includes meeting some of the needs of both sides e.g. the HighScope six step process: www.highscope.org

Proximity praise: when praising an individual

sends ‘ripples out’ to encourage others to do the same thing.

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22 – 36 months

Making relationships Early Years Outcomes Interested in others’ play and starting to join in. Seeks out others to share experiences. Shows affection and concern for people who are special to them. May form a special friendship with another child.

Links to the Characteristics of Effective Learning PLAYING AND EXPLORING

ACTIVE LEARNING

Finding out and exploring

Being involved and concentrating

★

showing curiosity about objects, events and people

★

engaging in open-ended activity

★

showing particular interests

Being willing to ‘have a go’ ★

★

showing high levels of energy, fascination

Keeping on trying ★

bouncing back after difficulties

e.g. the child continues to seek ways of joining in play with others, even if they are not at first successful.

initiating activities

e.g. children who seek the same child to play with are beginning to show a particular interest in them and their friendship.

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SPECIAL FRIENDS

SHOWS AFFECTION/ CONCERN

SEEKS OTHERS

INTERESTED AND JOINS IN PLAY

22 – 36 months

Chapter 4

Observation

Assessment

What you may notice…

What it may signify…

When the child sees other children engaged in an activity and does s/he start to play alongside or with them?

The child is beginning to seek the social benefits of play with others.

Does the child approach another child and show them a model they have made or a picture they have painted. They may also ask to do the same activity as another child.

The child is becoming confident at socially interacting with their peers.

Does the child greet a key person warmly and look pleased to see them?

The child enjoys a warm and secure relationship with a key person.

Does the child look troubled or concerned when their playmate cries or is hurt?

The child is developing empathy.

Does the child choose to play and stay near one or two particular peers?

The child is ready to form reciprocal friendships with children in the setting. They may already have started to build these relationships outside of the setting.

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Planning What you can do...

This links the making relationships section of the Progress Checklist on p61.

22 – 36 months

Chapter 4

Support the children’s widening social development by ensuring activities have space for two or more children. If you spot a child observing play in action, help them to join in by modelling how to ask ‘Please may I play?’ When the children are choosing their play activities, offer them the chance to choose a friend to join in with them in that area e.g. by asking ‘Who do you think would like to play in the sand today? Would you like to ask them?’ Help the child to choose another friend if their invitation is refused! During pastoral group time, share children’s special people through photographs requested from home. Encourage the children to talk about who is important to them and why.

By 36 months, most children are starting to play cooperatively, including waiting for their turn.

If a child is hurt or upset in the setting, model concern and empathy by speaking aloud as you offer comfort e.g. ‘Oh dear, you’ve hurt your leg! You’re being so brave, let me clean that for you…’ Involve other children in the caring process by asking them to fetch a toy or book for their upset friend and allocate them the role of looking after their friend once they are more settled. Notice when the child chooses to play with their chosen friend and what their shared interests are. If it is an exclusive relationship thus limiting friendships with others, consider selecting the children for activities once in a while to encourage interaction with a wider range of peers.

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22 – 36 months

Chapter 4

Additional adult-led activities These are additional activities or guidance to further support this stage of development.

Circle names In a small group, stand or sit in a circle and roll or throw a large, soft ball to a child, saying their name first. Practitioners might need to help children remember names and how to throw, roll and catch.

Scavenger pairs Place different objects (one of a pair) around the outdoor area that link to your current theme e.g dinosaurs, vehicles, shoes. In pairs, the children are given the matching object and sent to find its partner. Progress to laminated pictures instead of objects as the children become familiar with the game.

Home-time activities Key communication idea Make parents and carers aware of any special friendships that have developed in the setting. It might be possible for the parents to be introduced informally at drop of or pick up time. Practitioners need to be mindful of only sharing appropriate information with reference to the safeguarding policies of their setting.

Helping hands Allow your child to help with simple household jobs e.g. stay with them as they stand securely on a chair and let them help with washing up plastic utensils; give them a feather duster to tickle the spider webs with; help them to catch the crumbs with a dustpan and brush. Young children love to help out and readily copy adults at work. Offer lots of praise and encouragement as they work!

Commentating Use commentating to encourage playing together. Support the child in expressing themselves by providing the words they need to encourage others to join in or to be able to become part of their play.

Glossary of terms Empathy: the ability to understand and share the feelings of another. Reciprocal: mutual, given or received by each

other.

Children may start to show signs of affection for a particular friend and seek them out during play.

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Commentating: using language alongside a child to describe what you or they are doing or seeing. This provides them with new vocabulary and models correct speech. EARLY YEARS ASSESSMENT: PSED

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22 – 36 months

Progress Checklist: 22 – 36 months Name Date Age in months

Progress Checklist

Use different coloured pens to track assessments so that progress can be seen. Tick ‘yes’ if the child is fully able to perform the action. Tick ‘some difficulty’ if the child can sometimes perform the action but not easily. Tick ‘severe difficulty’ if the child rarely or never performs the action. Yes

Some difficulty

Severe difficulty

Self-confidence and self-awareness On arrival at the setting the child readily joins in an activity. The child says or waves goodbye to their prime carer.

The child chooses one activity to pursue from a range offered. The child constantly moves from one activity to another without fully engaging. Managing feelings and behaviour The child goes to their key person/familiar adult when they are upset or anxious. The child talks about or expresses how they are feeling in context. The child responds positively to a request from another child or adult in the setting. The child refuses to make eye contact and hides if they have hurt or upset another child. The child tries to cuddle an upset friend or respond to an adult’s request for help e.g. find a tissue. The child reacts positively to routines, e.g. tidy up music. The child stops and thinks before reacting to the actions of others. The child goes and finds another activity to engage in when their attempts to join in a group are unsuccessful. Making relationships The child sees other children engaged in an activity and starts to play alongside or with them. The child approaches another child and shows them something they are playing with or have made. The child may also ask to do the same activity as another child. The child greets a key person warmly and looks pleased to see them. The child looks troubled or concerned when their playmate cries or is hurt. The child chooses to play and stay near one or two particular peers.

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Early Years Assessment: PSED © Trudi Fitzhenry and Karen Murphy, published by Featherstone 2017

The child exhibits signs of over-anxiety, clinginess or indifference when their prime carer attempts to leave.

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Chapter 5

30 – 50 months

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30 – 50 months

Self-confidence and self-awareness Early Years Outcomes Can select and use activities and resources with help. Welcomes and values praise for what they have done. Enjoys responsibility of carrying out small tasks.

Is more outgoing towards unfamiliar people and more confident in new social situations. Is confident about talking to other children when playing, and will communicate freely about own home and community. Shows confidence in asking adults for help.

Links to the Characteristics of Effective Learning PLAYING AND EXPLORING

ACTIVE LEARNING

Finding out and exploring

Being involved and concentrating

★

showing curiosity about objects, events and people

★

maintaining focus on their activity for a period of time

★

using senses to explore the world around them

★

showing high levels of energy, fascination

★

engaging in open-ended activity

★

showing particular interests

Keeping on trying ★

persisting with activity when challenges occur

★

showing a belief that more effort or a different approach will pay off bouncing back after difficulties

Being willing to ‘have a go’ ★

initiating activities

★

★

seeking challenge

Enjoying achieving what they set out to do

★

showing a ‘can do’ attitude

★

showing satisfaction in meeting their own goals

★

taking a risk, engaging in new experiences, and learning by trial and error

★

being proud of how they accomplished something – not just the end result

★

enjoying meeting challenges for their own sake rather than external rewards or praise

e.g. they chat about the castle they visited at the weekend and look for tubes to create the towers they saw. They are not sure about how to stick the tubes on to the castle and approach a practitioner for help.

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e.g. the child is raking the leaves and putting them in a pile. Other children run and jump over the pile of leaves, knocking some of them off the top. The child shouts at them to stop and carries on raking. The children don’t listen so the child picks up the majority of the leaves and piles them next to the wall before continuing to rake and make a much bigger pile. When they see a practitioner they say, ‘Look at my leaf mountain!’ and smile.

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SHOWS CONFIDENCE

IS MORE OUTGOING

WELCOMES PRAISE/ENJOYS RESPONSIBILITY

SELECT AND USES ACTIVITIES

30 – 50 months

Chapter 5

Observation

Assessment

What you may notice…

What it may signify…

Does the child choose and complete an activity from a range offered in the setting, with help if needed?

The child is beginning to exercise choice when offered a range of activities and is willing to accept help with these, when required.

Does the child accept verbal praise and seek this when they feel proud of what they have achieved?

The child is developing a secure sense of themselves and of their own achievements. They enjoy praise and recognition for something they feel they have done well.

Will the child offer to do small tasks when the practitioner makes a general request for help?

The child is developing respect for the needs of others and their environment. They can be considerate and want to help.

Does the child continue to play in the presence of unknown people and try to involve them or ask them who they are?

The child is showing signs of secure attachments and is more willing to accept unfamiliar people without fear.

Does the child chat to their peers about themselves and their experiences during play activities?

The child is able to engage and interact constructively with others.

Will the child independently approach a practitioner for help with an activity or situation?

The child is becoming self-motivated and recognises that they will receive support and/or reassurance from the practitioner.

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Planning What you can do...

This links to the self-confidence and self-awareness section of the Progress Checklist on p75.

30 – 50 months

Chapter 5

Support the child in understanding the full range of activities available and/or the sequence of steps needed to complete an activity through using a visual timetable. For children who seem to find new activities upsetting, compare it to a similar activity the child has previously enjoyed. Allow them time to get used to the changes before supporting them with the full activity. A consistent approach to the use of verbal praise and other rewards such as stickers is needed in the setting. Children understand the difference between genuine praise and wellmeaning yet randomly distributed stickers and ‘well dones’. If the child is to be recognised and praised, take time to talk to them about their achievements so they can begin to link their behaviour choices with the ‘warm glow’ of positive recognition. Involve the child in creating simple pictorial instructions to show other children how to tidy up an area or how to help a friend with their apron. For children who find it difficult to offer help, use the role play area to model caring for teddy bears or tidying the home corner. Acknowledge the child’s confidence and be on hand to introduce unfamiliar adults, explaining where possible why they are there and what their role in the setting will be. When a new child joins the setting, take time to introduce them to their peers and help them to find other children who share their interests. Allow children to bring in a treasure box from home with (non-valuable) objects or pictures in to share with their group. This is especially useful for prompting children who find it difficult to chat about their experiences. Develop a genuinely warm and friendly relationship with the child. Be consistent in your responses when they request help, so they feel a secure sense of belonging. If you can’t immediately attend to their needs, explain this and make sure you return to them as soon as you are able.

Catch the children when they are showing kind and supportive behaviour and praise them for this.

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30 – 50 months

Chapter 5

Additional adult-led activities These are additional activities or guidance to further support this stage of development.

Tour guide When activities have been changed in each area of learning, walk the children around the setting and show them how they can access the new resources. For more challenging activities that require skill and concentration, plan for an adult to be on hand to develop learning and independence in this area.

Buddy up! Joining a new and unfamiliar setting can be a stressful experience for young children. Asking another child or small group of children to act as their ‘buddy’ can help them to settle in. The buddy can show them where the toys and activities are and sit next to them for snack or lunch. Pairing a new starter with a child who enjoys taking on responsibilities is often a good match!

Home-time activities Key communication idea It is important to ensure that any praise given to children is sincere and is given for a reason the child can relate to. Share the child’s successes with home and make it clear what it is you noticed as worthy of recognition e.g. ‘Robyn offered to help her friend sweep up the sand today. We noticed how kind that was. Well done Robyn!’

Trust your tummy Allowing children the space to express their natural fears and anxieties is healthy, particularly when faced with new and unfamiliar adults. Talking to children about the signals their tummy can give can be a useful life skill to share with your child. If you feel afraid or anxious, your tummy often reacts by feeling a bit uneasy. Learning to listen to the signals the body gives can help a child to determine when they feel safe and more importantly, with whom.

Look, listen and learn Allow an anxious child time to be around you as you interact with people they are unfamiliar with. This will give them a chance to see that you are safe and that the strangers pose no threat. Be especially alert to the emotional reactions of children who have insecure attachments as they may need additional reassurance from you.

Pair up! The children sit with a partner (can be of your choosing or theirs). When the music starts they move away from each other, dancing or hopping (change the physical activity each time). When the music stops they have to find their partner and sit down, holding hands. Alter the length of time the music plays to keep the children listening carefully! This game encourages a sense of belonging and also allows children to listen carefully for the difference between music and silence.

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Glossary of terms Peers: other children equal to the child in age and/or stage of development.

Secure attachments: children who have experienced a warm and loving response at times of fear or distress are able to form secure attachments. Visual timetable: pictures used to communicate a range of activities to young children. These can be photographs of activities and resources in the setting or clip art images that represent these. The pictures can be sequenced to show a daily timetable or used to offer choices. Insecure attachments: children who have

experienced chaotic or inconsistent or no responses at times of fear or distress may have difficulty in forming secure attachments. EARLY YEARS ASSESSMENT: PSED

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30 – 50 months

Managing feelings and behaviour Early Years Outcomes .

Aware of own feelings, and knows that some actions and words can hurt others’ feelings. Begins to accept the needs of others and can take turns and share resources, sometimes with support from others. Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met. Can usually adapt behaviour to different events, social situations and changes in routine.

Links to the Characteristics of Effective Learning PLAYING AND EXPLORING

ACTIVE LEARNING

Finding out and exploring

Keeping on trying

★

showing curiosity about objects, events and people

Playing with what they know ★

representing their experiences in play

★

taking on a role in their play

★

acting out experiences with other people

e.g. when role playing Goldilocks and the three bears, the children talk about how baby bear felt when his chair was broken. They show empathy by saying ‘He felt sad and a little bit cross’. They suggest ways for Goldilocks to make things better by fixing the chair or saying sorry.

★

persisting with activity when challenges occur

★

showing a belief that more effort or a different approach will pay off

★

bouncing back after difficulties

e.g. when waiting for a turn on the bikes, the practitioner realises it is time to get ready to go home. The bikes are put away, the child looks like she is about to cry. The practitioner assures her that she will be first on the bikes tomorrow and writes their name on the bike board. The child is reassured by this and helps to tidy up.

CREATING AND THINKING CRITICALLY Having their own ideas ★

finding ways to solve problems

★

finding new ways to do things

e.g. when playing Buckaroo, the child watches as their friend balances a heavy object on the donkey’s back without it bucking. When it is their turn, they quickly place their object on and the donkey bucks. The next time, they are more careful when placing their object on and are successful.

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What you may notice…

What it may signify…

Can the child talk about something that is important to them e.g. a family holiday and describe how it made them feel?

The child can make concrete connections between events and feelings, including memories.

Does the child approach a practitioner to let them know when another child has been hurt or upset?

The child shows concern for other children and has an awareness of actions that can cause distress.

Can the child take turns in a simple game and share equipment with others?

The child is able to interact and share equipment in a constructive manner.

TOLERATES DELAY

30 – 50 months

Assessment

Can the child wait for their turn with a favourite toy? Do they accept that sometimes they may not have a turn?

The child is able to understand the concept of turn taking and can accept some disappointments.

Is the child affected by changes to the daily routine, including visits or visitors?

The child may feel insecure and crave reassurance.

ACCEPTS NEEDS OF OTHERS

AWARE OF OWN FEELINGS

Observation

ADAPTS BEHAVIOUR

Chapter 5

At this stage some children will spot potential risks to others and try to offer help.

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Planning What you can do...

This links to the managing feelings and behaviour section of the Progress Checklist on p75.

30 – 50 months

Chapter 5

Adults can model linking feelings and events e.g. through creating opportunities for imaginary play such as a picnic on the beach. Include a range of activities that may happen (splashing, building sandcastles, seeing a shark!) and act out associated feelings. Provide opportunities for children to show concern and thoughtfulness for each other e.g. have a ‘Find a friend’ day where children are encouraged to play with new friends. At circle time, they can share something they liked about their new friend. Plan for situations where sharing and turn taking are praised, modelled and reinforced e.g. playing a game of ‘snap’.

Provide opportunities for children to play games with an adult, where they may lose at some point. This can help children to manage feelings of disappointment within a safe context. Where possible prepare the child for any changes to routine or unfamiliar tasks and visitors. Include them in the daily visual timetable.

Children begin to approach others, join in their play and share equipment more readily.

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30 – 50 months

Chapter 5

Additional adult-led activities These are additional activities or guidance to further support this stage of development.

Star of the day Choose children (on a rota) to be your setting’s ‘star of the day’. They can sit on a special chair or cushion and at circle time, the other children should be encouraged to say something positive about them. They may also get to do special jobs throughout the day.

Team building When the children are using construction equipment where there are favourite pieces (e.g. wheels) provide them with a group task such as creating a team of racing cars. Provide large paper for track design and support the developing play and sharing.

All fall down! Play games like Jenga or Kerplunk where somebody will lose and it may make everyone laugh. Reassure children that it is okay to lose. Playing the game is the fun part.

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Home-time activities Key communication idea To link with ‘star of the day’ children can bring in a special object or photograph from home about their family life to share during circle time.

Oops! Show the children that everybody makes mistakes and model how to overcome these or put things right e.g. if you have dropped crumbs on the floor, talk to your child about how you are putting it right by sweeping them up. Encourage them to join in and help you.

Glossary of terms Visual timetable: pictures used to communicate a range of activities to young children. These can be photographs of activities and resources in the setting or clip art images that represent these. The pictures can be sequenced to show a daily timetable or used to offer choices.

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30 – 50 months

Making relationships Early Years Outcomes Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children. Initiates play, offering cues to peers to join them. Keeps play going by responding to what others are saying or doing. Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.

Links to the characteristics of effective learning PLAYING AND EXPLORING

ACTIVE LEARNING

Finding out and exploring

Being involved and concentrating

★

engaging in open ended activity

★

showing particular interests

Playing with what they know ★

pretending objects are things from their experience

★

representing their experiences in play

★

taking on a role in their play

★

acting out experience with other people

Being willing to ‘have a go’ ★

initiating activities

★

seeking challenge

e.g. a group of children are playing outside with large sheets of fabric. They create a pirate ship on the climbing frame and interact to use toys as treasure.

★

maintaining focus on their activity for a period of time

★

showing high levels of energy, fascination

Enjoying achieving what they set out to do ★

showing satisfaction in meeting their own goals

e.g. a small group of children set up the guttering to water the plants. They work together to collect water and pour it down the chutes. They return to this activity throughout the day to check on the plants.

CREATING AND THINKING CRITICALLY Having their own ideas ★

thinking of ideas

★

finding ways to solve problems

★

finding new ways to do things

Choosing ways to do things ★

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planning, making decisions about how to approach a task, solve a problem and reach a goal

e.g. in the Christmas workshop, the children dress as elves and use available equipment to measure toys ready to parcel up. They decide how much paper to use or which size gift bag to place their toys in.

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30 – 50 months PLAYS IN A GROUP INITIATES PLAY KEEPS PLAY GOING DEMONSTRATES FRIENDLY BEHAVIOUR

Chapter 5

Observation

Assessment

What you may notice…

What it may signify…

Does the child join in a group play activity and take on a role? Do they add their own ideas to the developing play?

The child is developing imagination and confidence. They are able to change roles or adapt the storyline they are involved in, working cooperatively with their peers.

Does the child ask a friend to come and play through gesture (e.g. waving them over and smiling) or asking them directly?

The child has formed secure relationships with other children and enjoys sharing favourite activities with them. They know a range of appropriate ways to invite friends to join in their play.

During play, does the child add on activities and develop games when other children suggest these?

The child is able to listen to others and value their ideas. They are motivated by the desire to keep reciprocal play going.

Does the child understand basic social cues and smile, listen and interact with a range of children and familiar adults?

The child feels safe in the setting and has formed secure attachments with key adults and other children.

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Planning What you can do...

This links to the making relationships section of the Progress Checklist on p75.

30 – 50 months

Chapter 5

Observe the children in their chosen area and offer suggestions for their developing play e.g. in the café role-play area add some menus, new play food and a blank chalk board and chalk and ask the children what the specials could be today. Play with the child in their chosen area and suggest you both invite another friend to join in. Ask the child how you could do this and try out different phrases, e.g. ‘Would you like to play with me in the sand?’ or ‘I’m making pies in the dough, I can share mine with you!’ Create a magic box of props with fabric samples, large rolls of paper and crayons, masks and long cardboard tubes for the children to access during free flow play. This can be used to support children to extend their own play e.g. adding a river to their farm using fabric or drawing a map for their train track to add to their play ideas. Play circle games that include greetings and use of names e.g. practitioner sings ’Hello Anna, how are you today?’ Child responds ‘Very well, thank you!’

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Most children can usually play cooperatively, especially during role play, for a period of time.

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30 – 50 months

Chapter 5

Additional adult-led activities These are additional activities or guidance to further support this stage of development. Invite a friend Have an ‘invite a friend to play’ session, where the children can chose a favourite activity and share it with another child. Start with familiar friends then gradually introduce a random choice. Dressing up Provide role-play costumes from well-loved stories that might inspire children to act out favourite parts. Join in and adapt the storyline to model how it can be changed and developed.

Home-time activities Key communication idea Practitioners can report any specific themes or interest that have occupied the child that day so that parents can talk about these at home and explore them further e.g. the child created a building site outside and helped friends to build a wall. Parents could look at the patterns that bricks make on the way home or talk about different kinds of walls and buildings with their child. Tea party Plan a simple tea party with your child and invite a friend to stay and play. Involve your child in choosing what to eat and drink and what games to play. Introduce them to the idea of looking after your guest and giving them the first turn or choice. Support your child with this if needed.

Glossary of terms Reciprocal: mutual, given or received by

each other.

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30 – 50 months

Progress Checklist: 30 – 50 months Name Date Age in months

Progress Checklist

Use different coloured pens to track assessments so that progress can be seen. Tick ‘yes’ if the child is fully able to perform the action. Tick ‘some difficulty’ if the child can sometimes perform the action but not easily. Tick ‘severe difficulty’ if the child rarely or never performs the action. Yes

Some difficulty

Severe difficulty

Self-confidence and self-awareness The child chooses and completes an activity from a range offered in the setting, with help if needed. The child accepts verbal praise and seeks this when they feel proud of what they have achieved.

The child will continue to play in the presence of unknown people and may try to involve them or ask them who they are. The child chats to their peers about themselves and their experiences during play activities. The child approaches a practitioner independently for help with an activity or situation. Managing feelings and behaviour The child talks about things that are important to them and how they make them feel. The child approaches a practitioner to let them know when another child has been hurt or is upset. The child takes turns in simple games and shares equipment with others. The child is able to wait for their turn with a favourite toy. The child accepts that sometimes they may not have a turn. The child is affected by changes to the daily routine, including visits or visitors. Making relationships The child joins in a group play activity and takes on a role. The child contributes their own ideas to the developing play. The child asks a friend to come and play through gesture (e.g. waving them over and smiling) or speech. The child adds on activities and develops games when other children make suggestions during play. The child understands basic social cues and smiles, listens and interacts with a range of children and familiar adults. The child greets a key person warmly and looks pleased to see them. The child looks troubled or concerned when their playmate cries or is hurt. The child chooses to play and stay near one or two particular peers.

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Early Years Assessment: PSED © Trudi Fitzhenry and Karen Murphy, published by Featherstone 2017

The child offers to do small tasks when the practitioner makes a general request for help.

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Chapter 6

40 – 60+ months

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40 – 60+ months

Self-confidence and self-awareness Early Years Outcomes Confident to speak to others about own needs, wants, interests and opinions. Can describe self in positive terms and talk about abilities.

Early Learning Goal (ELG) Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

Links to the Characteristics of Effective Learning PLAYING AND EXPLORING

ACTIVE LEARNING

Finding out and exploring

Enjoying achieving what they set out to do

★

showing particular interests

★

showing satisfaction in meeting their own goals

★

being proud of how they accomplished something – not just the end result

★

enjoying meeting challenges for their own sake rather than external rewards or praise

Being willing to ‘have a go’ ★

initiating activities

★

seeking challenge

★

showing a ‘can do’ attitude

★

taking a risk, engaging in new experiences, learning by trial and error

e.g. during a discussion about how to develop the outdoor play area, the child says they would like to have a den to play in. The practitioner shows the child a box full of den making resources, including a large tarpaulin sheet. The child is excited by this and runs to their friends to encourage them to help build the den.

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e.g. during ‘show and tell’ the child shares a pasta necklace they have made. They tell the other children that it was very tricky to thread each tube on to the string and they had to hold it carefully to stop the pasta falling off. They demonstrate how to wear it and agree to show the other children how they made it.

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40 – 60+ months ELG

CAN DESCRIBE SELF

CONFIDENT TO SPEAK

Chapter 6

Observation

Assessment

What you may notice…

What it may signify…

Does the child approach practitioners and other children to share their thoughts and ideas or to get something that they need?

The child is emotionally secure in the setting and is developing a positive sense of self-worth. The child can confidently communicate with others (in their preferred communication style).

Can the child contribute to circle time games such as completing the sentence ‘I am good at…’ or ‘I enjoy…’

The child who can readily identify things they are good at and talk about themselves positively is developing an internal sense of worth and competence.

The ELG is a description of typical attainment at the end of the EYFS. If the child consistently demonstrates elements (though not necessarily all) of the ELG in a range of situations and with familiar and unfamiliar adults and peers then it is likely that the child is at expected level. Practitioners should refer to the Statutory Framework for the EYFS, the Foundation Stage Profile handbook and exemplification materials. www.gov.uk or www.foundationyears.org.uk

Meeting the ELG signifies that the practitioner judges the child’s summative development to be at the expected level for the end of the Foundation Stage.

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Planning What you can do...

This links to the self-confidence and selfawareness section Progress Checklist on p89.

40 – 60+ months

Chapter 6

Show your appreciation for a good idea the child has shared, perhaps by letting other children know about it, too. If the child requires your attention and you are busy, reassure them by saying ‘I am helping (name) now and I will help you next.’ For the child who finds communicating their needs and thoughts a challenge, spend time one-to-one with them so they can build up a trusting relationship with you. Chat about what you notice them doing, complimenting their skills and effort as they play. Listen when they talk to you. Create an ‘all about me’ display area in your setting. Include photographs of the children as babies and how they are now. Add special drawings or pictures of models they have made. Refer to this display during group time and point out each child’s achievements. For the child who has a low sense of self-worth, allow them time to play alone or with a friend in front of a mirror so they can begin to see themselves engaging positively in daily activities. Play simple turn taking games with them such as ‘Snakes and ladders’ to allow them to feel a sense of belonging.

During this stage many children are able to use language to share their thoughts and ideas with others.

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40 – 60+ months

Chapter 6

Additional adult-led activities These are additional activities or guidance to further support this stage of development.

Guess who? During group time, play a game of ‘Guess who?’ with the children. Describe one of the children in your group by their qualities and strengths alongside their physical attributes and see if the others can guess who it is e.g. ‘I am thinking of someone who is really good at sharing the bikes. They build amazing towers with the bricks and they love talking about their pet cat. They have brown eyes…’ This game is a super way to build children’s self-esteem as you share what makes them special!

Chinese whispers! Sit in a circle and whisper a phrase or rhyme into the first child’s ear. They have to whisper it to the next child and so on until it gets back to you. How much has it changed? Play this traditional listening game to develop the child’s confidence when speaking to others. It also encourages careful listening.

Home-time activities Key communication idea For children who are reluctant to speak in front of their peers, ask parents to record them chatting about their interests whilst at home or to send in pictures of their child doing the things they enjoy. These can be shared with the group (if the child feels comfortable with this) without the child having to be put on the spot. With support, they may then wish to talk about the video or pictures from home.

I can do it myself! Allow children to take on more independence at home, e.g. can they butter their own bread for tea or choose which clothes they wear each day? Involving children in taking more responsibility in the home is also good for developing their independence. Can they feed the family pet or water the plants? Praise your child when they have a go at doing something by themselves for the first time!

Musical hugs The children start by dancing around the room to music. When the music stops, they find the nearest friend and give them a hug. Make the game more challenging by suggesting they hug two friends, then three… until everyone ends in a big hug at the end. Talk to the children first about gentle hugging! This game encourages positive touch and a sense of belonging.

Glossary of terms Peers: Other children equal to the child in age and/or stage of development.

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Early Years Outcomes Understands that own actions affect other people, e.g. becomes upset or tries to comfort another child when they realise they have upset them. Aware of the boundaries set, and of behavioural expectations in the setting. Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy.

Early Learning Goal (ELG) Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

40 – 60+ months

Managing feelings and behaviour

Links to the Characteristics of Effective Learning ACTIVE LEARNING

CREATING AND THINKING CRITICALLY

Keeping on trying

Having their own ideas

★

persisting with activity when challenges occur

★

thinking of ideas

★

showing a belief that more effort or a different approach will pay off

★

finding ways to solve problems

★

finding new ways to do things

bouncing back after difficulties

Making links

★

Enjoying achieving what they set out to do ★

★

showing satisfaction in meeting their own goals being proud of how they accomplished something – not just the end result

e.g. two children are playing in the sand and start to argue about who has the most sand. There are 3D shapes in the sand and the practitioner starts to model creating a wall down the centre of the sand tray. The children see this and join in, then start to create two piles of sand on either side of the wall and shift sand across it to make each pile the same size. This calm intervention enabled the children to explore another approach.

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★

making links and noticing patterns in their experience

★

Testing their ideas

Choosing ways to do things ★

planning, making decisions about how to approach a task, solve a problem and reach a goal

★

changing strategy as needed

e.g. a child is struggling to get into their art apron and becomes frustrated, flinging it to the ground. They are about to move away when another child notices this and offers to help. They straighten the sleeves and help their friend into the apron, fastening the Velcro for them.

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40 – 60+ months ELG

AWARE OF BOUNDARIES

UNDERSTANDS OWN ACTIONS AFFECT OTHERS

MANAGING FEELINGS AND BEHAVIOUR

Chapter 6

Observation

Assessment

What you may notice…

What it may signify…

Does the child react when other children are upset as a consequence of their actions? (The reaction may range from being upset themselves or showing little or no remorse.)

The child who shows remorse and tries to make up for the upset is developing empathy and is beginning to apply their own moral code to some situations. The child who shows no concern may have had few opportunities to experience a consistent and caring approach to others.

Does the child follow the agreed routines in the setting?

The child understands the need for basic rules and routines and these may help to make them feel safe and secure.

Does the child approach an adult for help when another child upsets them?

The child is aware of the need to solve problems without lashing out and needs adult help with this.

The ELG is a description of typical attainment at the end of the EYFS. If the child consistently demonstrates elements (though not necessarily all) of the ELG in a range of situations and with familiar and unfamiliar adults and peers then it is likely that the child is a t expected level. Practitioners should refer to the Statutory framework for the EYFS, the Foundation Stage Profile handbook and exemplification materials. www.gov.uk or www.foundationyears.org.uk

Meeting the ELG signifies that the practitioner judges the child’s summative development to be at the expected level for the end of the foundation stage.

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Planning What you can do...

This links to the managing feelings and behaviour section of the Progress Checklist on p89.

40 – 60+ months

Chapter 6

Involve the children in circle time activities where they can explore what is fair and unfair for them and how they feel in different situations.

Have a display of photographs showing the children modelling daily routines e.g. washing hands before snack time. Refer to this display when reminding children who forget these. Take time to model conflict resolution with the children involved. Remember this process takes time to embed.

Many children are now able to share in the responsibility of caring for a pet, remembering how to feed them and handle them with care.

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40 – 60+ months

Chapter 6

Additional adult-led activities These are additional activities or guidance to further support this stage of development.

Fair and square When exploring counting and grouping objects with the children, ask them to share out the items fairly amongst the group. Help them to decide what to do when it is not possible to divide them equally. How can they reach the fairest solution?

Topsy turvy tales Share stories like The Three Little Wolves and the Big Bad Pig by Eugene Trivizas and Helen Oxenbury, Egmont, which tell a familiar moral tale from a different perspective. Can the children empathise with the characters? Encourage them to share their ideas about which actions are right and wrong, fair and unfair and why.

Home-time activities Key communication idea Model a consistent approach to others and the actions they take across the setting. Be aware of the moral code of the setting and how this is communicated, to staff, children and parents, and how it is put into practice.

Two for tea Encourage your child to invite a friend for tea. Help them to plan the menu, thinking about food their friend may like to eat. Think about games they can play and support them in sharing their toys.

Safi is great because... In a small circle group take it in turns to look at the child on their left and say ‘Safi is great because she ….’ giving an example of a positive behaviour that Safi displays. It may help to have word and picture cards for the children to refer to e.g. shares, is kind, tidies up, helps me...

Glossary of terms Summative: an end assessment of a child’s learning or development. Conflict resolution: a way of resolving a

disagreement that includes meeting some of the needs of both sides e.g. the HighScope six step process – www.highscope.org

Moral code: an internal awareness of what may be right or wrong.

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Early Years Outcomes Initiates conversations, attends to and takes account of what others say. Explains own knowledge and understanding, and asks appropriate questions of others. Takes steps to resolve conflicts with other children, e.g. finding a compromise.

Early Learning Goal (ELG) Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

40 – 60+ months

Making relationships

Links to the Characteristics of Effective Learning PLAYING AND EXPLORING

ACTIVE LEARNING

Finding out and exploring

Being involved and concentrating

★

showing curiosity about objects, events and people

★

maintaining focus on their activity for a period of time

★

showing particular interests

★

showing high levels of energy, fascination

★

not easily distracted

★

paying attention to details

Being willing to ‘have a go’ ★

initiating activities

★

showing a ‘can do’ attitude

e.g. a child is willing to share their news during circle time. They listen to others’ news and start to ask relevant questions.

CREATING AND THINKING CRITICALLY

Enjoying achieving what they set out to do ★

being proud of how they accomplished something – not just the end result

e.g. the child has recently started to pony ride and can talk about how to trot. He tells the other children how to care for a pony.

Having their own ideas ★

thinking of ideas

Making links ★

making links and noticing patterns in their experience

e.g. the child is in dispute over a turn on the slide. He remembers that at home they take it in turns to go first. He suggests that this time the friend goes first and he follows. The next time he can go first. By 55 months most children are developing a greater understanding of the feelings and needs of friends.

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40 – 60+ months ELG

STARTS TO RESOLVE CONFLICTS

EXPLAINS/ASKS QUESTIONS

MAKING RELATIONSHIPS

Chapter 6

Observation

Assessment

What you may notice…

What it may signify…

Does the child approach other children and start to talk about their play. Do they listen when the child responds and answer with a relevant comment?

The child is ready for social interactions and able to listen and respond during conversations.

Can the child can talk about a topic of interest and include details that show their understanding? When another child speaks, can they ask a relevant question about what has been said.

The child has the confidence to talk about topics of personal interest; they listen and show interest when other children speak.

Is the child willing to listen to another point of view and agree to a solution that suits everyone involved?

The child shows trust and is able to think about the needs of others as well as their own.

The ELG is a description of typical attainment at the end of the EYFS. If the child consistently demonstrates elements (though not necessarily all) of the ELG in a range of situations and with familiar and unfamiliar adults and peers then it is likely that the child is a t expected level. Practitioners should refer to the Statutory framework for the EYFS, the Foundation Stage Profile handbook and exemplification materials. www.gov.uk or www. foundationyears.org.uk

Meeting the ELG signifies that the practitioner judges the child’s summative development to be at the expected level for the end of the foundation stage.

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Planning What you can do...

This links to the making relationships section of the Progress Checklist on p89.

40 – 60+ months

Chapter 6

Children learn the art of conversation from watching and listening to adults and their peers. If a child finds conversational turn-taking difficult, spend some time each day talking to them and asking them questions about their play activities. Model turn-taking and praise the child when they manage to do this. Plan time in the day for children to share their favourite toys, activities or pictures from home. Keep the group small so that interest can be maintained without having to sit for too long. Model the sorts of questions children could ask in response e.g. ‘What do you like most about it? How did you make it? How does it work?’ Adopt a shared script for all practitioners to use when helping children to resolve minor conflicts e.g. ask each child in turn: what happened, how do you feel about it, what would you like to happen now? Explain the preferred choices to all of the children and encourage them to choose one option. Review the opportunities for developing children’s social skills in your setting. Look back through any observations or assessment notes and use these to inform your judgement on the ELG. Consider working with colleagues and other settings to moderate your judgements.

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Many children start to develop the skills of negotiation and compromise.

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40 – 60+ months

Chapter 6

Additional adult-led activities These are additional activities or guidance to further support this stage of development.

Social skills groups Using a resource such as ‘Time to Talk (LDA, 2001)’, offer the child structured group time focussing on social communication, turn taking, speaking and listening skills.

My turn…your turn To encourage reciprocal speaking and listening, the practitioner to model this explicitly during group inputs. Before giving an instruction or speaking, say ‘My turn’ pointing to yourself. When the children need to respond, say ‘your turn’ pointing to them. This works very well when singing rhyme and repeat songs, too.

Home-time activities Key communication idea When children join your setting, make sure that parents are aware of your shared script for resolving conflicts so that this can be used at home, too.

Listen up! Find five minutes at the end of the day to ask your child some simple questions about their experiences at nursery or school. Keep your questions specific to encourage a response e.g. ‘What/who did you play with today? What was your favourite activity? Did you try anything new?’ Asking a generic ‘What did you do today?’ will lead to a one word answer – ‘Played!’. Try to scaffold your questioning instead.

Puppet calamities! Use familiar puppets to act out a conflict situation, where the children have to suggest a compromise solution to their problem e.g. puppet bear won’t share the cars or puppet seal feels left out.

Glossary of terms Reciprocal: mutual, given or received by each

other.

Scaffold: support given to help move a child to the next level of learning. Summative: an end assessment of a child’s learning or development. 88

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40 – 60+ months

Progress Checklist: 40 – 60+ months Name Date Age in months

Progress Checklist

Use different coloured pens to track assessments so that progress can be seen. Tick ‘yes’ if the child is fully able to perform the action. Tick ‘some difficulty’ if the child can sometimes perform the action but not easily. Tick ‘severe difficulty’ if the child rarely or never performs the action. Early Learning Goal - children show good control and coordination in large and small movements. They move confidently, in a range of ways, negotiating space. They handle equipment and tools effectively, including pencils for writing. Yes

Some difficulty

Severe difficulty

Self-confidence and self-awareness

The child approaches other children to share their thoughts and ideas or to get something that they need. The child contributes to circle time games. Managing feelings and behaviour The child reacts when other children are upset as a consequence of their actions. The child is able to follow the agreed routines in the setting. The child approaches an adult for help when another child upsets them. Making relationships The child may approach another child and start to talk about their play. The child listens when another child responds and answers with relevant comments. The child can talk about a topic of interest and include details that show their understanding. When another child speaks, they can ask a relevant question about what they have said. The child is willing to listen to another point of view and agree to a solution that suits everyone involved.

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Early Years Assessment: PSED © Trudi Fitzhenry and Karen Murphy, published by Featherstone 2017

The child approaches practitioners to share their thoughts and ideas or to get something that they need.

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Appendix

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Appendix

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Open, close them (stretch hands wide, close to a fist) Give a little clap. Open, close them Put them in your lap. Creep them, creep them Right up to your chin. Open up your little mouth But don’t you put them in! (close mouth and cross flat palms over mouth) Open, close them Put them on your knees. Open, close them Wave goodbye to me.

If you’re happy and you know it If you’re happy and you know it find your toes. (Repeat) If you’re happy and you know it and you really want to show it If you’re happy and you know it find your toes! (Repeat naming different body parts and pointing to them.)

Pat-a-cake Pat-a-cake, pat-a-cake baker’s man, Bake me a cake as fast as you can. Prick it and pat it and mark it with a ‘B’ And put it in the oven for baby and me.

Rock-a -bye-baby Rock-a-bye baby, in the treetop When the wind blows, the cradle will rock. When the bough breaks, the cradle will fall And down will come baby, cradle and all.

Songs and rhymes

Hands

Songs and rhymes Glossary

Songs and rhymes

Round and round the garden Round and round the garden like a teddy bear (Hold the child’s hand and make circles with your finger on their upturned palm.) One step, (Walk your fingers to the crook of their arm.) Two step, (Walk your fingers to their armpit.) Tickly under there! (Tickle their armpit.)

Row your boat Row, row, row your boat Gently down the stream. Merrily, merrily, merrily, merrily Life is but a dream! Row, row, row your boat Gently up the creek. If you see a little mouse Don’t forget to squeak! Row, row, row your boat Gently down the stream. If you see a crocodile Don’t forget to scream! Row, row, row your boat Gently to the shore. If you see a lion Don’t forget to roar!

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Songs and rhymes Glossary

Appendix

See Saw Margery Daw See saw Margery Daw, Johnny shall have a new master, He shall earn but a penny a day, Because he can’t work any faster.

This Little Piggy This little piggy went to market. This little piggy stayed at home. This little piggy had roast beef. This little piggy had none. And this little piggy cried wee wee wee all the way home! (Start with the child’s big toe and gently wiggle it as the big piggy, changing toes each time. The little toe is the little piggy. Tickle the child for the ‘wee wee wee’ part!)

Tommy Thumb Tommy Thumb, Tommy Thumb, Where are you? Here I am, here I am, How do you do? (‘Now it’s Peter Pointer’s turn, which is your index finger; he’s the one who points.’) Peter Pointer, Peter Pointer, Where are you? Here I am, here I am, How do you do? (‘Now it’s Toby Tall, which is your middle finger; he’s the tallest one of them all.’) Toby Tall, Toby Tall, Where are you? Here I am, here I am, How do you do?

Ruby Ring, Ruby Ring, Where are you? Here I am, here I am, How do you do? (‘Last, but not least is Baby Small, he’s the littlest finger of all.’) Baby Small, Baby Small, Where are you? Here I am, here I am, How do you do? (‘Now for the last time put your fingers in the air, give them a wiggle and wave them everywhere.’) Fingers all, fingers all, Where are you? Here we are, here we are, How do you do? Here we are, here we are, How do you do?

(‘And now it’s Ruby Ring, she’s the fourth one along.’)

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The well done song

Knock on the door

(To the tune of Twinkle Twinkle Little Star)

Knock on the door. (Clap the child’s hands together.)

I saw Tommy* taking turns. Well done Tommy for taking turns. Now can Lucy* take a turn? Well done Lucy for taking turns. I saw Ben* sharing toys. Well done Ben* for sharing toys.

Glossary

Songs and rhymes Glossary

Appendix

Ring the bell. (Gently lead the child’s finger to touch their nose.) Lift the latch. (Place the child’s hands on their ears.) And walk in! (Put the child’s hands on their mouth.)

Now can Sita* share the toys? Well done Sita* for sharing toys. *Insert child’s name. Feel free to make up more verses!

I like coffee... I like coffee I like tea I like Ethan* sitting on me! (Bounce child gently on your knees.)

Snug as a bug Snug as a bug in a rug, rug, rug. (Roll the child carefully in the blanket.) Snuggle in tight for a hug, hug, hug. (Cuddle the child close to you.) Roll on out of the rug, rug, rug.

I don’t want coffee I don’t want tea (Continue bouncing) I don’t want Ethan* sitting on me! (Bounce the child down between your knees and back up again to repeat the song.)

(Gently roll the child out of the blanket.)

*Insert child’s name.

Good news song

Time to tickle that bug, bug, bug! (Tickle their tummy!)

(To a simple two or three note tune.) Well done Joshua. Look at what you’ve done! Joshua has... (Insert what the child has achieved.) Say ‘well done’ everyone.

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Glossary

Appendix

Attachments: the affectionate tie between the child and another person Caretaker speech/parentese: a form of speech often used with babies. It can be higher in pitch than usual, has a sing-song quality and is often delivered with a smiling face, wide eyes and head movement. Cognitive development: the ability to think and understand. Conflict resolution: a way of resolving a disagreement that includes meeting some of the needs of both sides (see the HighScope six step process, www.highscope.org)

Pastoral group: the child’s main key worker group linked to social and emotional development as well as care giving. Peers: other children equal to the child in age and/ or stage of development. Pitch: how high or low a musical note or sound is. Pole-bridging/commentating: using language alongside a child to describe what you or they are doing or seeing. Prime carer: the person the child spends most time with e.g. parent at home or key person/paired key person or buddy in a setting.

Emotional state: how a person is feeling as expressed through physical and behavioural changes in the body.

Proximity praise: when praising an individual ‘ripples out’ to encourage others to do the same thing.

Empathy: the ability to understand and share the feelings of another.

Reciprocal: mutual, given or received by each other.

Eye pointing: using the eyes to communicate.

Resilience: the capacity to recover quickly from difficulties.

Eye tracking: the movement of the eyes when following an object. Functional manner: using toys to represent real objects in play e.g. using a toy phone in the same manner as a real phone.

Rhythm: a repeated pattern of movement or sound, or a steady beat.

Heuristic: useful for discovering knowledge, usually from learning about the properties of ‘real’ objects rather than toys. Insecure attachments: children who have experienced chaotic or inconsistent or no responses at times of fear or distress may have difficulty in forming secure attachments. Mirroring: this is when one person copies another’s physical movements or gestures. It is a way to develop bonding and build understanding. Moral code: an internal awareness of what may be right or wrong. Organisational constraints: the systems and routines that are in place to keep children safe and support their development within the context of a setting.

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Glossary

Appendix

Scaffold: support given to help move a child to the next level of learning.

Validate: to confirm and support the child’s current experiences.

Secure attachments: children who have experienced a warm and loving response at times of fear or distress are able to form secure attachments.

Vestibular system: the sensory mechanism in the inner ear that detects head movements and supports the control of balance.

Sibling: a brother or sister.

Visual range: the area that a child can comfortably see.

Social referencing: looking to another person (often a familiar adult) to see their facial expressions and reactions. Summative: An end assessment of a child’s learning or development. Symbolically: using a toy or object to represent something else during play e.g. using a plastic banana as a phone.

Visual timetable: pictures used to communicate a range of activities to young children. These can be photographs of activities and resources in the setting or clip art images that represent these. The pictures can be sequenced to show a daily timetable or used to offer choices. Visually process: the ability to identify and make sense of what is seen.

Transitional: changing either activity, physical space/location or times of the day.

Vocalisation: use of the voice to produce sounds or words.

Tuning in: understanding and being empathetic to the child’s point of view, feelings and needs.

Volume: how loud or quiet a musical note or sound is.

Transitional object: a familiar object used to provide psychological comfort for small children.

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Bibliography

Bibliography

Beyond the Boxall Profile: Strategies and Resources The Nurture Group Network, 2006 www.nurturegroups.org Development Matters www.early-education.org.uk Early years outcomes DfE From Birth to Five Years: Children’s Developmental Progress Ajay Sharma and Helen Cockerill Routledge, 2014

How are you feeling today? Molly Potter Bloomsbury, 2014 Practical EYFS Handbook Penny Tassoni Heinemann, 2012 The Early Years v.1: Assessing and Promoting Resilience in Vulnerable Children Brigid Daniel and Sally Wassell Jessica Kingsley, 2008 The Statutory Framework for the Early Years 2014

From Birth to Five Years: Practical Developmental Examination Ajay Sharma and Helen Cockerill Routledge, 2014

Understanding the revised Early Years Foundation Stage Helen Moylett and Nancy Stewart Early Education

Good Practice in Caring for Young Children with Special Needs -2nd edition Angela Dare and Margaret O’Donovan Nelson Thornes, 2002

www.foundationyears.org.uk Follow link to national strategies resources library: • Inclusion Development Programme – supporting children with behavioural, emotional and social difficulties. • Social and Emotional Aspects of Development. • Supporting children learning English as an additional language.

Great games for young children Rae Pica Gryphon House, 2006

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