Playful experiences: what are we going to do together? 22-36 months date started: 29/1/13 date finished: 15/3/13 PSED - Making relationships C & L - Listening and attention Physical - Moving and Handling Interested in others’ play and starting to • Listens with interest to the noises adults • Runs safely on whole foot. Who? What? join in. make when they read stories. • Squats with steadiness to rest or play with object on the • Seeks out others to share • Recognises and responds to many familiar ground, and rises to feet without using hands. experiences. sounds, e.g. turning to a knock on the door, • Climbs confidently and is beginning to pull themselves Dylan • Shows affection and concern for looking at or going to the door. up on nursery play climbing equipment. people who are special to them. • Shows interest in play with sounds, songs • Can kick a large ball. • May form a special friendship with and rhymes. • Turns pages in a book, sometimes several at once. another child. • Single channelled attention. Can shift to a • Shows control in holding and using jugs to pour, Ryan Self-confidence and self-awareness different task if attention fully obtained – using hammers, books and mark-making tools. Separates from main carer with support child’s name helps focus. • Beginning to use three fingers (tripod grip) to hold and encouragement from a familiar Understanding writing tools adult. Identifies action words by pointing to the right Bobby • Imitates drawing simple shapes such as circles and • Expresses own preferences and picture, lines. interests. e.g., “Who’s jumping?” • Walks upstairs or downstairs holding onto a rail two feet Managing feelings and behaviour • Understands more complex sentences, e.g. to a step. • Seeks comfort from familiar adults ‘Put your toys away and then we’ll read a Chloe when needed. book.’ • May be beginning to show preference for dominant hand. • Can express their own feelings such • Understands ‘who’, ‘what’, ‘where’ in simple Health and self-care as sad, happy, cross, scared, worried. questions • Feeds self competently with spoon. • Responds to the feelings and wishes (e.g. Who’s that/can? What’s that? Where Leila of others. is.?). • Drinks well without spilling. • Aware that some actions can hurt or • Developing understanding of simple • Clearly communicates their need for potty or toilet. harm others. concepts (e.g. big/little). • Beginning to recognise danger and seeks support of • Tries to help or give comfort when Speaking significant adults for help. others are distressed. Uses language as a powerful means of • Helps with clothing, e.g. puts on hat, unzips zipper on • Shows understanding and cooperates widening contacts, sharing feelings, jacket, takes off unbuttoned shirt. with some boundaries and routines. experiences and thoughts. • Beginning to be independent in self-care, but still often • • Can inhibit own actions/behaviours, Holds a conversation, jumping from topic to needs adult support. e.g. stop themselves from doing topic. something they shouldn’t do. • Learns new words very rapidly and is able • Growing ability to distract self when to use them in communicating. upset, e.g. by engaging in a new play • Uses gestures, sometimes with limited talk, activity. e.g. reaches toward toy, saying ‘I have it’. • Uses a variety of questions (e.g. what, where, who). • Uses simple sentences (e.g.’ Mummy gonna work.’) • Beginning to use word endings (e.g. going, cats). H Positive relationships Enabling Songs Books/Chatterboxes Experiences o environments and / rhyme Story Sacks etc w s Ask children to do actions: Tunnels If you’re ‘Where, oh where is baby bear?’ Dancing ?  Jumping Carpet Circles Happy ‘Lift the flap’ books  Hopping Streamers and You Hide and Seek  Twirling Boxes Know It Add words to children’s sentences What is in the box Use who, what, where. Display photos of familiar Simon events Says Wait and allow child to start the conversation Display photos of family Give children thinking time members