Early - Years - Assessment - Personal, - Social - and - Emotio... - (Chapter - 2 - 8 - 20 - Months)

Chapter 2 Chapter 2
8 – 20 months
Copyright © 2017. Bloomsbury Publishing Plc. All rights reserved.
Fitzhenry, T., & Murphy, K. (2017). Early years assessment : Personal, social and emotional development : personal, social and emotional
20development. Bloomsbury Publishing Plc. EARLY YEARS ASSESSMENT: PSED
Created from uccie-ebooks on 2024-03-27 00:00:17.
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Self-confidence and self-awareness
8 – 20 months
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 ★ finding ways to solve problems
them
★ finding new ways to do things
★ showing particular interests
Making links
Being willing to ‘have a go’
★ making links and noticing patterns in their
★ initiating activities experience
★ learning by trial and error ★ testing their ideas
e.g. following a game of ‘smelly sock’ where you Choosing ways to do things
pretend the child’s clean sock is smelly and take
it off saying ‘Oh! Smelly sock!’ whilst wrinkling up ★ changing strategy as needed
your nose. The child tries to put their own sock
back on. Help them to do this. 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 ★ persisting with an activity when challenges occur
period of time
★ showing a belief that more effort or a different
★ showing high levels of energy, fascination approach will pay off
★ not easily distracted Enjoying achieving what they set out to do

★ showing satisfaction in meeting their own goals
★ paying attention to details
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:
development. PSED
Bloomsbury Publishing Plc. 21
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Chapter 2
8 – 20 months
Observation Assessment
What you may notice… What it may signify…
NOSE/EYES/TUMMY
Does the child look at themselves in a The child is developing an interest in facial
mirror? features.
FINDS OWN
Can the child point to or look at their own The child is becoming aware of themselves and
nose, eyes or tummy? body parts.
ACTIONS HAVE
The child is becoming aware of cause and effect

OWN VOICE/
Does the child make particular noises for a

EFFECTS
specific effect? E.g. ‘uh oh!’ when they are e.g. I make this noise and somebody helps me.
uncertain about something.
REQUESTS
The child is becoming aware that their needs

TO MAKE
Does the child use their eyes to draw your

POINTS
attention to things they want, such as a toy may be met if they look towards the things they
or drink? want.
ACHIEVE A GOAL
Does the child use their voice or actions to The child is becoming more socially aware and
ENGAGES TO
gain attention and engage another person? interested in what others can do for them.
txt_app_2.indd 22 10/07/2017 17:04

Chapter 2
8 – 20 months
Planning This links to the self-confidence and self-awareness
section of the Progress Checklist on p33.
What you can do...
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. By 20 months a child’s developing
sense of self may enable them to
recognise themselves in a mirror.
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.
development. PSED
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Chapter 2
8 – 20 months
Additional adult-led activities Home-time activities
These are additional activities or guidance to

further support this stage of development.
Key communication idea
At this stage of development children often rely
on their prime carer for emotional support and
Mirror peek-a-boo guidance in new or different situations or when
meeting strangers. It is important to support this
Using a small safety mirror, play peek-a-boo,
need with physical and vocal support – staying
looking for individual body parts.
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 It’s up to you
body part) practitioner names it, then points
During this stage children can be encouraged to
to their same body part and names again e.g.
start making simple choices e.g. offer them two
‘Oscar’s nose – Alex’s nose.’
different fruits as a snack. Hold out one at a time
saying ‘apple?’ or ‘banana?’ Then show them
Teddy has ears 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.
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Managing feelings and behaviour
8 – 20 months
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.
PLAYING AND EXPLORING ACTIVE LEARNING

Being willing to ‘have a go’ Being involved and concentrating
★ seeking challenge ★ not easily distracted
★ showing a ‘can do’ attitude Keeping on trying

★ persisting with activity when challenges
e.g. the child is determined to feed themselves
and explores different ways of doing this using occur
fingers or appropriate cutlery.
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.
development. PSED
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Chapter 2
8 – 20 months
Does the child seek out their prime carer The child may need comfort and reassurance
in response to a range of experiences in when anxious or confused. They may want
USES FAMILIAR
order to share their emotions and have these someone to share in their excitement or joy.
validated?
ADULT
Does the child suck their thumb or show The child is more aware of their own needs
SOOTHES
other signs of needing comfort through and feelings and how they wish to have these
SELF
accessing a regular relaxation area or familiar met.

comfort object?
COOPERATES
WITH CARE
Can the child lift their legs when having a The child is growing in independence and is
GIVING
nappy changed or attempt to take their exploring new skills.

socks off?
When the child is asked to do or not to do The child is beginning to accept boundaries
UNDERSTAND BOUNDARIES
something, do they often comply? and organisational constraints.

BEGINNING TO
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Chapter 2
8 – 20 months
Planning This links to the managing feelings and behaviour
What you can do...
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.
development. PSED
txt_app_2.indd 27 10/07/2017 17:05

Chapter 2
8 – 20 months

Key communication idea
further support this stage of development.
If the child’s main comfort object is a soother
(dummy) the setting must communicate their
Oh no, I’ve lost your hand! policy on the use of soothers with parents
Encourage the child to participate actively in and carers whilst being mindful of meeting the
caregiving routines by making them fun e.g. child’s needs.
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 Feelings fun
sleeve and say ‘where’s…(child’s name) hand? Share a photo album of familiar people and
I’ve lost it, where is it?’ as the child attempts shared activities. Talk to the child about what
to put their arm into the sleeve encourage with they were doing and remind them of how it felt.
‘I can see it … it’s on its way… keep going… E.g. ‘Look at Grandad’s face when the wave
found it!’ 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. Glossary of terms
Prime carer: the person the child spends most
Home from home time with e.g. parent at home or key person/
paired key person or buddy in a setting.
If English is not the child’s first language, or if
they are bilingual and used to hearing rhymes Validate: to confirm and support the child’s
in another language, ask parents to record current experiences.
themselves singing any lullabies or rhymes
that they sing at home in their first or second Organisational constraints: the systems
language. These can be played to the child for and routines that are in place to keep children
comfort and to support language development. safe and support their development within the
context of a setting.
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Making relationships
8 – 20 months
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.
PLAYING AND EXPLORING ACTIVE LEARNING

Finding out and exploring Being involved and concentrating
★ showing curiosity about objects, events ★ paying attention to details
and people
Keeping on trying
★ using senses to explore the world around
★ persisting with an activity when challenges
them
occur
Playing with what they know e.g. when they drop a toy, or a practitioner has
★ representing their experiences in play 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
★ acting out experiences with other people
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.
development. PSED
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Chapter 2
8 – 20 months
GAIN ATTENTION
Does the child use a social smile, eye The child is ready and wants to engage socially
contact, vocalisation of a range of sounds with others.
RELATIONSHIPS/ SEEKS TO
or basic words and/or pointing to request

attention or action?
Does the child smile when spoken to or The child is becoming more confident with
when approached by a familiar adult? familiar adults but needs support to engage
IS WARY
BUILDS
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?
WITH OTHERS
Is the child much more willing to engage with The child is interested in other people, children
INTERACTS
others and new experiences when a key and new experiences but lacks confidence to
person is present? engage without support.
Does the child prefer to watch or seem The child needs time to visually process
SHOWS INTEREST AND
reticent to engage in certain types of and begin to understand activities prior to

new and unfamiliar activities e.g. sensory participation.
RESPONDS
exploration of jelly or gloop?
Is the child more attentive when young The child is becoming aware of similarities
children are playing near? between themselves and other young children.
txt_app_2.indd 30 10/07/2017 17:05

Chapter 2
8 – 20 months
Planning This links to the making relationships
What you can do...
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.
By 9 months many children are

Ensure that a key person is aware of which adults are showing signs of affection
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.
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.
development. PSED
txt_app_2.indd 31 10/07/2017 17:05

Chapter 2
8 – 20 months

further support this stage of development. Key communication idea
Practitioners may produce a leaflet or hold
parent meetings that explain the importance of
To me, to you
the use of physical demonstration, repetition,
Sit opposite the child, a small distance apart. simple instructions and ‘cheerful’ vocalisation
Use an object that will roll or travel easily to encourage participation and imitation.
such as a chunky toy car. Push it towards the Introducing the element of anticipation also
child saying ‘To …’ (use child’s name). Then helps to sustain interest and concentration. They
encourage them to send it back to you ‘To …’ could include some activities that demonstrate
(use your name). Reward any successes with this such as:
praise and smiles. Once the child is familiar with
Where’s it gone?
the game you can roll/push the object to an
unfamiliar adult, again saying their name. They Using a favourite toy from home the parent/
then roll/push the object to the child. The child carer ‘hides’ it under a small blanket or cloth
is encouraged to send it back to the unfamiliar saying ‘Where’s the …’ (naming the object),
adult. 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
Viewing stations themselves. If the child loses interest the adult
‘finds’ the toy and gives it to the child.
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.
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.
txt_app_2.indd 32 10/07/2017 17:05

Progress Checklist: 8 – 20 months
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 Severe

difficulty 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.
(Note sounds and meanings.)
The child uses their eyes to draw your attention to things they want.
Early Years Assessment: PSED © Trudi Fitzhenry and Karen Murphy, published by Featherstone 2017
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.
development. PSED
txt_app_2.indd 33 10/07/2017 17:06

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Chapter 2 Chapter 2

txt_app_2.indd 20 10/07/2017 17:03

Learns that own voice and actions have effects on others.

Links to the Characteristics of Effective Learning

PLAYING AND EXPLORING CREATING AND THINKING CRITICALLY

★ learning by trial and error ★ testing their ideas

★ not easily distracted Enjoying achieving what they set out to do

e.g. the child continues to look in the mirror and touch

txt_app_2.indd 21 10/07/2017 17:03

The child is becoming aware of cause and effect

Does the child make particular noises for a

The child is becoming aware that their needs

Does the child use their eyes to draw your

txt_app_2.indd 22 10/07/2017 17:04

Use your observations to tune into each child’s particular

Take time to notice children’s interests and ensure that a

txt_app_2.indd 23 10/07/2017 17:04

Additional adult-led activities Home-time activities

These are additional activities or guidance to

Prime carer: the person the child spends most

txt_app_2.indd 24 10/07/2017 17:04

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

★ showing a ‘can do’ attitude Keeping on trying

CREATING AND THINKING CRITICALLY

★ Making links and noticing patterns in their

★ Testing their ideas

e.g. when told not to go near a potential area of risk

txt_app_2.indd 25 10/07/2017 17:04

accessing a regular relaxation area or familiar met.

nappy changed or attempt to take their exploring new skills.

something, do they often comply? and organisational constraints.

txt_app_2.indd 26 10/07/2017 17:04

Be flexible with planning and routines unless they impact on

Check that your setting has a relaxation area and that

Ensure the child has time (and support as necessary) to

Offer praise and recognition when the child follows a simple

txt_app_2.indd 27 10/07/2017 17:05

Additional adult-led activities Home-time activities

These are additional activities or guidance to

Organise resources so that the children have

txt_app_2.indd 28 10/07/2017 17:05

Builds relationships with special people.

Links to the Characteristics of Effective Learning

PLAYING AND EXPLORING ACTIVE LEARNING

Being willing to have a go

★ showing a ‘can do’ attitude

e.g. functional use of toys such as telephones,

txt_app_2.indd 29 10/07/2017 17:05

or basic words and/or pointing to request

with those who are unfamiliar.

reticent to engage in certain types of and begin to understand activities prior to

exploration of jelly or gloop?

txt_app_2.indd 30 10/07/2017 17:05

Respond to the sounds the child has made and extend

Ensure there are daily opportunities for the child to spend

By 9 months many children are

Allow children to watch activities, encouraging them to

txt_app_2.indd 31 10/07/2017 17:05

Additional adult-led activities Home-time activities