Prime Areas of Learning & Development

A Unique Child:
Birth – 11 months observing what a child is learning
Making relationships Self-confidence and self- Managing feelings and behaviour
Social and
Emotional
Developmen Personal,
 Enjoys the company of others and seeks contact with others from awareness  Is comforted by touch and people’s faces and
birth.  Laughs and gurgles, e.g. voices.
 Gazes at faces and copies facial movements. e.g. sticking out shows pleasure at being  Seeks physical and emotional comfort by
tongue, opening mouth and widening eyes. tickled and other physical snuggling in to trusted adults.
 Responds and when talked to, for example, moves arms and legs, interactions.  Calms from being upset when held, rocked,
DevelopmenPhysical Communicat

Listening attention Understanding Speaking

Language

 Turns toward a familiar sound then locates range of sounds with  Stops and looks when  Communicates needs and feelings in a variety of
ion and
t

accuracy. hears own name. ways including crying, gurgling, babbling and
 Listens to, distinguishes and responds to intonations and sounds  Starts to understand squealing.
of voices. contextual clues, e.g.  Makes own sounds in response when talked to by
 Reacts
Moving andinHandling
interaction with others by smiling, looking and moving. familiar gestures, words familiar
Health adults.
and self-care
• Turns head in response to sounds and sights.  Responds to and thrives on warm, sensitive
• Gradually develops ability to hold up own head. physical contact and care.
• Makes movements with arms and legs which gradually become more controlled. • Expresses discomfort, hunger or thirst.
• Rolls over from front to back, from back to front.  Anticipates food routines with interest.
• When lying on tummy becomes able to lift first head and then chest, supporting self with forearms
t

/conversion/tmp/scratch/475589841.docx
 Prime Areas of Learning & Development

A Unique Child:
8 – 20 months observing what a child is learning
Making relationships Self-confidence and self-awareness Managing feelings and behaviour
Social and
Emotional
Personal,

• Seeks to gain attention in a variety of ways, drawing others • enjoys finding own nose, eyes or tummy as • Uses familiar adult to share feelings such as excitement or
into social interaction. part of naming games pleasure, and for ‘emotional refuelling’ when feeling tired,
• Builds relationships with special people. • Learns that own voice and actions have effects stressed or frustrated.
• Is wary of unfamiliar people. on others • Growing ability to soothe themselves, and may like to use
Development

• Interacts with others and explores new situations when • Uses pointing with eye gaze to make requests a comfort object.
supported
Listening andbyattention
familiar person. and to share interest
Understanding • Cooperates with care giving experiences, e.g. dressing.
Speaking
and

• Moves whole bodies to sounds they enjoy, such as music or • Developing the ability to follow others’ body • Uses sounds in play, e.g. ‘brrrm’ for toy car.
a regular beat. language, including pointing and gesture. • Uses single words.
Communication
Language

• Has a strong exploratory impulse.
• Concentrates intently on an object or activity of own
choosing for short periods.
• Pays attention to dominant stimulus – easily distracted by
noises or other people talking.
Development
• Responds to the different things said when in a
familiar context with a special person (e.g.
‘Where’s Mummy?’,
• ‘Where’s your nose?’).
• Understanding of single words in context is
developing, e.g.‘cup’, ‘milk’, ‘daddy’.
• Frequently imitates words and sounds.
• Enjoys babbling and increasingly experiments with using
sounds and words to communicate for a range of purposes
(e.g. teddy, more, no, bye-bye.)
• Uses pointing with eye gaze to make requests, and to
share an interest.
• Creates personal words as they begin to develop
language.

Moving and Handling Health and self-care

• Sits unsupported on the floor. • Opens mouth for spoon.
Physical

• When sitting, can lean forward to pick up small toys. • Holds own bottle or cup.
• Pulls to standing, holding on to furniture or person for support. • Grasps finger foods and brings them to mouth.
• Crawls, bottom shuffles or rolls continuously to move around. • Attempts to use spoon: can guide towards mouth but food
• Walks around furniture lifting one foot and stepping sideways (cruising), and walks with one or both hands held often falls off.
by adult. • Can actively cooperate with nappy changing (lies still,

A Unique Child:
16 – 26 months observing what a child is learning
Making relationships Self-confidence and self-awareness Managing feelings and behaviour
Social and
Emotional Personal,

• Plays alongside others. • Explores new toys and environments, • Is aware of others’ feelings, for example, looks
• Uses a familiar adult as a secure but ‘checks in’ regularly with familiar concerned if hears crying or looks excited if hears a
base from which to explore adult as and when needed. familiar happy voice.
independently in new environments, • Gradually able to engage in pretend • Growing sense of will and determination may result

/conversion/tmp/scratch/475589841.docx
 Prime Areas of Learning & Development

LanguageCommunic
Listening and attention Understanding Speaking

ation and
• Listens to and enjoys rhythmic • Selects familiar objects by name and • Copies familiar expressions, e.g. ‘Oh dear’, ‘All
patterns in rhymes and stories. will go and find objects when asked, or gone’.
• Enjoys rhymes and demonstrates identify objects from a group. • Beginning to put two words together (e.g. ‘want
Physical Development listening by trying to join in with • Understands simple sentences (e.g. ball’, ‘more juice’).
Moving and Handling Health and self-care
• Walks upstairs holding hand of an adult. • Develops own likes and dislikes in food and drink.
• Comes downstairs backwards on knees (crawling). • Willing to try new food textures and tastes.
• Beginning to balance blocks to build a small tower. • Holds cup with both hands and drinks without much
• Makes connections between their movement and the marks they make. spilling.
• Clearly communicates wet or soiled nappy or pants.
• Shows some awareness of bladder and bowel
urges.
• Shows awareness of what a potty or toilet is used
for.
• Shows a desire to help with dressing/undressing
and hygiene routines.

A Unique Child:
22 – 36 months observing what a child is learning
Making relationships Self-confidence and self-awareness Managing feelings and behaviour
Social and
Emotional
Development Personal,

 Interested in others’ play and starting to join • Separates from main carer with • Seeks comfort from familiar adults when needed.
in. support and encouragement from a • Can express their own feelings such as sad, happy, cross, scared, worried.
• Seeks out others to share experiences. familiar adult. • Responds to the feelings and wishes of others.
• Shows affection and concern for people who • Expresses own preferences and • Aware that some actions can hurt or harm others.
are special to them. interests. • Tries to help or give comfort when others are distressed.
 May form
Listening andaattention
special friendship with another Understanding • Shows understanding and cooperates with some boundaries and routines.
Speaking
Physical Communicatio

Language

• Listens with interest to the noises adults make • Identifies action words by pointing • Uses language as a powerful means of widening contacts, sharing feelings,
n and

when they read stories.
• Recognises and responds to many familiar
sounds, e.g. turning to a knock on the door,
looking at or going to the door.
• Shows andinterest in play with sounds, songs and
Development
to the right picture,
• e.g., “Who’s jumping?”
• Understands more complex
sentences, e.g. ‘Put your toys
away and then we’ll read a book.’
experiences and thoughts.
• Holds a conversation, jumping from topic to topic.
• Learns new words very rapidly and is able to use them in communicating.
• Uses gestures, sometimes with limited talk, e.g. reaches toward toy, saying ‘I
have it’.self-care

Moving Handling Health and

• Runs safely on whole foot. • Feeds self competently with spoon.
• Squats with steadiness to rest or play with object on the ground, and rises to feet without • Drinks well without spilling.
using hands. • Clearly communicates their need for potty or toilet.
• Climbs confidently and is beginning to pull themselves up on nursery play climbing • Beginning to recognise danger and seeks support of significant adults for help.
equipment. • Helps with clothing, e.g. puts on hat, unzips zipper on jacket, takes off
• Can kick a large ball. unbuttoned shirt.

/conversion/tmp/scratch/475589841.docx
 Prime Areas of Learning & Development
A Unique Child:
30 – 50 months observing what a child is learning
Making relationships Self-confidence and self-awareness Managing feelings and behaviour
Social and
Emotional
Development Personal,
• Can play in a group, extending and elaborating • Can select and use activities and resources with • Aware of own feelings, and knows that some actions and words
play ideas, e.g. building up a role-play activity with help. can hurt others’ feelings.
other children. • Welcomes and values praise for what they have • Begins to accept the needs of others and can take turns and
• Initiates play, offering cues to peers to join them. done. share resources, sometimes with support from others.
• Keeps play going by responding to what others • Enjoys responsibility of carrying out small tasks. • Can usually tolerate delay when needs are not immediately met,
are saying or doing. • Is more outgoing towards unfamiliar people and and understands wishes may not always be met.
Physical Communicatio

Listening and attention Understanding Speaking

Language

• Listens to others one to one or in small groups, • Understands use of objects (e.g. “What do we • Beginning to use more complex sentences to link thoughts (e.g.
n and

when conversation interests them. use to cut things?’) using and, because).
• Listens to stories with increasing attention and • Shows understanding of prepositions such as • Can retell a simple past event in correct order (e.g. went down
recall. ‘under’, ‘on top’, ‘behind’ by carrying out an slide, hurt finger).
• Joins in with repeated refrains and anticipates key action or selecting correct picture. • Uses talk to connect ideas, explain what is happening and
events
andand phrases in rhymes and stories. • Responds to simple instructions, e.g. to get or anticipate what might happen next, recall and relive past
Development

Moving Handling Health and self-care

• Moves freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, • Can tell adults when hungry or tired or when they want to rest or
crawling, walking, running, jumping, skipping, sliding and hopping. play.
• Mounts stairs, steps or climbing equipment using alternate feet. • Observes the effects of activity on their bodies.
• Walks downstairs, two feet to each step while carrying a small object. • Understands that equipment and tools have to be used safely.
• Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles. • Gains more bowel and bladder control and can attend to toileting
• Can stand momentarily on one foot when shown. needs most of the time themselves.

A Unique Child:
40 – 60+ observing what a child is learning
months
Making relationships Self-confidence and self-awareness Managing feelings and behaviour
Communication Personal, Social
and Language and Emotional
Development

• 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,
Listening ande.g. finding a compromise.
attention
• Maintains attention, concentrates and sits
quietly during appropriate activity.
• Two channelled attention- can listen and do for
short periods of time
Early learning Goal:
Children
Moving andlisten attentively in a range of
Handling
Development
• 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
Children are confident to try new activities, and
Understanding
• Responds to instructions involving a two-part
sequence.
• Understands humour, e.g. nonsense rhymes,
jokes.
• Able to follow a story without pictures or
props.
• Understands that own actions affect other people, for example,
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
Speaking
Extends vocabulary, especially by grouping and naming,
exploring the meaning and sounds of new words.
• Uses language to imagine and recreate roles and experiences in play
situations.
• Links statements and sticks to a main theme or intention.
•Health
Uses talk
andtoself-care
organise, sequence and clarify thinking, ideas, feelings

• Experiments with different ways of moving. • Eats a healthy range of foodstuffs and understands need for
Physical

• Jumps off an object and lands appropriately. variety in food.

• Negotiates space successfully when playing racing and chasing games with other children, adjusting • Usually dry and clean during the day.
speed or changing direction to avoid obstacles. • Shows some understanding that good practices with regard to
• Travels with confidence and skill around, under, over and through balancing and climbing equipment. exercise, eating, sleeping and hygiene can contribute to good
• Shows increasing control over an object in pushing, patting, throwing, catching or kicking it. health.

/conversion/tmp/scratch/475589841.docx