Early Years ‘Specific’ areas of Learning Developmental Journal

·  Literacy

·  Mathematics

·  Understanding the world

·  Expressive art and design

This document can be used in conjunction with the:

‘Early Years Developmental Journal Record’

- Wokingham Borough Council - Condensed version -

Child’s name:

Date of Birth:

Date of initial completion:

Date/s of subsequent completion/s:

2014 Wokingham edition kindly enabled with permission from Cambridgeshire County Council

This publication is based on the Early Support Developmental Journal 2013 and Development Matters In the Early Years Foundation stage 2012 (EYFS).

Early Years ‘Specific’ Areas of Learning

Literacy

Childs Name: Date of birth:

Literacy / Emerging / Developing / A
STEP 1
STEP 2
(EYFS stage 0-11 months) / Children’s later skills in reading and writing are developed from the foundations they have acquired in communication and language. Therefore if you are working with a child functioning at this developmental level priority must be given to communication and language, supplemented with opportunities to be involved in activities identified below.
STEP 3 (0 -11 months and 8-20 months)
Enjoys looking at books and printed materials with familiar people
STEP 4 (0 -11 months and 8-20 months)
Shows an interest in books with buttons, flaps and textures
STEP 5 ( 8 -20 months)
Handles books and other printed materials with interest
STEP 6 (8 -20 months)
Imitates adult making symbolic sounds in response to pictures in book e.g. “Woof woof”.
STEP 7 (8 -20 months and 16-26 months)
Will respond to simple extended talk about pictures e.g. “That’s a shoe, where’s your shoe, mummy’s shoe?”
STEP 8 (16 - 26 months)
Will point to familiar pictures in favourite books upon request
Interested in books and may have favourites
Interested in rhymes and may have favourites.
STEP 9 (16 -26 months and 22-36 months)
Fills in the missing word or phrase in a known rhyme, story or game e.g. ‘Humpty Dumpty sat on a _’
STEP 10 (22 – 36 months)
Repeats words or phrases from familiar stories
Has some favourite stories, rhymes, songs, poems or jingles
Distinguishes between the different marks they make
STEP 11 (22 - 36 months)
Enjoys rhyming and rhythmic activities
Show awareness of rhyme
Listens eagerly to stories and requests favourites over and over again, particularly enjoying sounds and noises
Holds books the correct way up and turns pages
Show awareness of rhyme
STEP 12 (22 - 36 months and 30 - 50 months)
Shows an awareness of alliteration e.g. ‘fe, fi, fo, fum’
Recognises rhythm in spoken words
Listens to and joins in stories and poems one to one and in small groups
Sometimes gives meaning to marks as they draw or paint
STEP 13 (30 -50 and 40 - 60 months)
Beginning to be aware of the way stories are structured
Suggest how the story might end
Describes main story settings, events and principle characters
Shows interest in illustrations and print in books and print in the environment
Can recognise familiar signs e.g. advertising logos
Can recognise own name
Looks at books independently
Handles books carefully
Knows information can be relayed in the form of print
Knows that print carries meaning and in English is read from left to right and top to bottom
Begins to link sounds to letters, naming and sounding the letters of the alphabet
Listens to stories with increasing attention and recall
Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories
Makes attempts at reading familiar words in picture books
Enjoys an increasing range of books

Early Years ‘Specific’ Areas of Learning

Literacy

Step 14 (40 - 60 months) / Emerging / Developing / A
Gives meaning to marks they make as they draw, write, and paint
Begins to recognise and break down a sentence into individual words when writing
Continues a rhyming string
Hears and says the initial sounds in words
Can segment the sounds in simple words and blend them together
Has knowledge of which letters represent some blends
Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence
Writes own names and other things e.g. labels and captions
Knows that information can be retrieved from computers and books
Uses vocabulary and forms of speech that are increasingly influenced by their experience of books
Begins to read words and simple sentences
Attempts to write short sentences in meaningful contexts

Comments:

Early Years ‘Specific’ Areas of Learning

Child’s name Mathematics Date of birth:

Mathematics / Emerging / Developing / A
(STEP 1 (0 -11 months)
Shows interest in experiences – e.g. when you show a new toy
STEP 2 (0 -11 months)
Can shift visual attention by looking from one object to another and back again
Looks around room with interest; visually scans environment for new/interesting objects events
STEP 3 (0 -11 months)
Notices changes in groupings of objects, images and sounds in groups of up to 3
STEP 4 (0 -11 months & 8-20months)
Anticipates what will happen next – e.g. expects to be fed if placed in high chair, may become distressed if the expected routine doesn’t happen
STEP 5 (8-20 months)
Struggles to get objects that are out of reach – pulls a mat towards then to make toy or object come closer
Experiments with putting objects into a container or single holed posting box
STEP 6 (8 -20 months)
Shows an awareness of number names by enjoying action rhymes and songs that relate to their experience of numbers
Moves in response to rhythm patterns in number songs and rhymes
STEP 7 (8 -20 months 16-26 months)
Makes simple patterns with crayons; imitates crayon strokes
Shows understanding that things exist, even when out of sight
Recognises big things and small things in meaningful contexts
Says some counting words randomly
Fits sometimes successfully shapes into spaces on inset boards or jigsaw puzzles
Enjoys filling and emptying containers
STEP 8 (16 - 26 months)
Consistently fits shapes accurately into spaces in inset boards or jigsaw puzzles
Can organise and categorise objects – e.g. putting all red things + all blue things in separate piles
Uses blocks to create simple structures and arrangements
STEP 9 (16 - 26 months & 22 - 36 months)
Beginning to understand that things might happen “now”
Selects a small number of objects from a group when asked – e.g. ‘give me one’, ‘give me two’
Tries to work out problems by thinking first – e.g. how to switch something on or how to get something that’s out of reach
STEP 10 (22 - 36 months)
Has some understanding of 1 and 2, especially when the number is important for them
Begins to make comparisons between quantities
Creates and experiments with symbols and marks representing ideas of number
Anticipates specific time-based events such as mealtimes or home time
Uses some number language – e.g. ‘more’ and ‘a lot’
Begins to use language of size
Recites some number names in correct sequence
Knows that a group of things changes in quantity when something is added or taken away
Notices simple shapes and patterns in pictures
Beginning to categorise objects according to properties such as shape or size
STEP 11 (22 - 36 months & 30 - 50 months)
Shows an interest in shapes in the environment, and notices similarities
Shows interest in shape by sustained construction activity or by talking about shapes or arrangements
Uses some number names and number language spontaneously
Recites numbers in order to 10
Problem solves to achieve a desired outcome e.g. standing on a chair to get something done
Shows curiosity about numbers by offering comments or asking questions
Shows an interest in numerals in the environment
STEP 12 (30 - 50 months)
Uses some number names accurately in play
Compares two groups of objects, saying correctly when they have the same number
Shows an interest in shape + space by playing with shapes or making arrangements with objects
Can describe the shapes of objects – for example, round and tall
Uses shapes appropriately for tasks
Shows an interest in representing numbers

Early Years ‘Specific’ Areas of Learning

Mathematics

STEP 13 (30 - 50 months and 40 - 60months) / Emerging / Developing / A
Sometimes can match numeral and quantity correctly
Begin to represent numbers using fingers, marks on paper or pictures
Recognises some numbers of personal significance
Counts reliably up to ten everyday objects
Uses languages such as ‘more’ or ‘less’ to compare two numbers
Finds one more or less than a number from one to ten
Selects a particular named shape
Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same
Puts three items in the right order by length or height
Puts two items in the right order by weight or capacity
Realises not only objects but anything can be counted including steps, claps or jumps
Shows an interest in number problems
Begins to count beyond 10 in a familiar context
STEP 14 (40 - 60months)
Consistently recognises numerals 1 to 5
Reliably counts actions or objects which cannot be moved
Counts out up to six objects from a larger group
Finds the total number of items in two groups by counting all of them
In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting
Matches sets of objects to numerals that represent the number of objects
Sorts familiar objects to identify similarities/differences, making choices and justifying decisions
Uses familiar objects and common shapes to create and recreate patterns and build models
Uses everyday words to describe position – for example ‘above’, ‘beside’, ‘behind’
Selects the correct numeral to represent 1-5 then 1-10 objects
Counts an irregular arrangement of up to ten objects
Estimates how many objects they can see and checks by counting them
Records using marks that they can interpret and explain
Can describe their relative position such as behind or next to
Begins to identify own mathematical problems based on own interests and fascinations
Beginning to use mathematical names for solid 3D shapes and flat 2D shapes, and mathematical terms to describe shapes
Uses everyday language related to time
Beginning to use everyday language related to money
Measures short periods of time in simple ways
Makes short-term future plans

Comments:

Early Years ‘Specific’ Areas of Learning

Understanding the World

Child’s name: Date of birth:

Understanding the World / Emerging / Developing / A
STEP 1 (0 -11 Months)
When lying on back or propped up, moves eyes to follow face or toy moving slowly from side to side
Turns eyes and or head towards new sounds
Is startled by sudden noise
STEP 2 (0 - 11 months)
Reacts with abrupt behaviour change when a face or object suddenly disappears
STEP 3 (0 - 11 months)
Anticipates repeated sounds, sights and actions, when an adult demonstrates an action toy several times
Looks around a room with interest, visually scans environment for novel, interesting objects and events
Smiles with pleasure at recognisable play things
STEP 4 ( 0 - 11months & 8 -20 months)
Reacts to familiar sounds/sights by changes in behaviour i.e. extends arms and legs, smiles, looks when hears the hoover, running bath, footsteps
Closely observes what animals, people and vehicles do
Shows interest in toys with button, flaps and simple mechanisms and beginning to learn to operate them
Watches toy being hidden and tries to find it
Smiles at image of self in mirror; shows a developing understanding and awareness of themselves
STEP 5 (8 -20 months)
Looks for dropped object
Begins to understand cause and effect & will repeat actions in order to repeat the effects
Understands the meaning of some sounds i.e. phone rings and looks at phone
STEP 6 (8 -20 months)
Knows there are different ways to play with different toys – ball for rolling or throwing, blocks for posting
Interested in things that go together i.e. cup & saucer/puzzle parts
Realises one object can act as a container for another i.e. smaller objects inside bigger ones and removes them again
Laughs at ‘odd’ things – e.g. putting shoe on head
STEP 7 (8 -20 months and 16 -26 months)
Knows there are different ways to play with different toys – ball for rolling or throwing, blocks for posting
Interested in things that go together i.e. cup & saucer/puzzle parts
STEP 8 (16 – 20 months)
Matches objects with parts that fit together i.e. puts lid on teapot
Understands simple causes and effect
Develops a curiosity about things and processes
Is interested in pushing and pulling things, and builds simple structures
STEP 9 (16 - 20 months & 22 -36 months)
Hands a toy to an adult for help when unable to get it to work; sees adult as help
Operates mechanical toys i.e. turns the knob on a windup toy
Spends time in groups of other children engaged in own play but watches others
Imitates everyday actions in pretend play i.e. brushing doll’s hair, making beds
Makes pretend sequences – pouring tea then drinking, washing then drying doll
STEP 10 (22 – 36 months)
Has a sense of own immediate family and relations
Enjoys pictures and stories about themselves, their families and other people
Notices detailed features of objects in their environment
STEP 11 (22 to 36 months and 30 – 50 months)
Moves rhythmically to music
Shows curiosity by asking questions and looking intently at objects, events and people
Will imitate unfamiliar ways of behaving when these seem appropriate to them – e.g. take off shoes and socks to join in ‘feet painting’ at nursery if sees other children doing this
Beginning to have own friends
Is curious about people and shows interest in stories about themselves and their family
Shows skills in making toys work by pressing parts or lifting flaps to achieve effects such as sounds, movements or new images
Learns that they have similarities and differences that connect them to and distinguish them from others
Seeks to learn basic skills in turning on and operating some ICT equipment
Enjoys playing with small world models such as a farm, a garage, train track
Shows an interest in the lives of people who are familiar to them

Early Years ‘Specific’ Areas of Learning