Development Matters Grid Phase 1

PSED Making relationships Self-confidence and self-awareness Managing feelings and behaviour Birth – • Enjoys the company of others and seeks contact with • Laughs and gurgles, e.g. shows pleasure at being • Is comforted by touch and people’s faces and voices. 11 others from birth. tickled and other physical interactions. • Seeks physical and emotional comfort by snuggling in to trusted months • Gazes at faces and copies facial movements. e.g. sticking • Uses voice, gesture, eye contact and facial expression adults. out tongue, opening mouth and widening eyes. to make contact with people and keep their attention. • Calms from being upset when held, rocked, spoken or sung to • Responds when talked to, for example, moves arms and with soothing voice. legs, changes facial expression, moves body and makes • Shows a range of emotions such as pleasure, fear and mouth movements. excitement. • Recognises and is most responsive to main carer’s voice: • Reacts emotionally to other people’s emotions, e.g. smiles when face brightens, activity increases when familiar carer smiled at and becomes distressed if hears another child crying. 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. 8 – 20 • Seeks to gain attention in a variety of ways, drawing • Enjoys finding own nose, eyes or tummy as part of • Uses familiar adult to share feelings such as excitement or months others into social interaction. naming games. pleasure, and for ‘emotional refuelling’ when feeling tired, stressed • Builds relationships with special people. • Learns that own voice and actions have effects on or frustrated. • Is wary of unfamiliar people. others. • Growing ability to soothe themselves, and may like to use a • Interacts with others and explores new situations when • Uses pointing with eye gaze to make requests, and to comfort object. supported by familiar person. share an interest. • Cooperates with caregiving experiences, e.g. dressing. • Shows interest in the activities of others and responds • Engages other person to help achieve a goal, e.g. to • Beginning to understand ‘yes’, ‘no’ and some boundaries. differently to children and adults, e.g. may be more get an object out of reach. interested in watching children than adults or may pay more attention when children talk to them. 16 – 26 • Plays alongside others. • Explores new toys and environments, but ‘checks in’ • Is aware of others’ feelings, for example, looks concerned if hears months • Uses a familiar adult as a secure base from which to regularly with familiar adult as and when needed. crying or looks excited if hears a familiar happy voice. explore independently in new environments, e.g. ventures • Gradually able to engage in pretend play with toys • Growing sense of will and determination may result in feelings of away to play and interact with others, but returns for a (support child to understand their own thinking may be anger and frustration which are difficult to handle, e.g. may have cuddle or reassurance if becomes anxious. different from others). tantrums. • Plays cooperatively with a familiar adult, e.g. rolling a ball • Demonstrates sense of self as an individual, e.g. • Responds to a few appropriate boundaries, with encouragement back and forth. wants to do things independently, says “No” to adult. and support. • Begins to learn that some things are theirs, some things are shared, and some things belong to other people. C&L Listening and attention Understanding Speaking Birth – • Turns toward a familiar sound then locates range of • Stops and looks when hears own name. • Communicates needs and feelings in a variety of ways 11 sounds with accuracy. • Starts to understand contextual clues, e.g. familiar including crying, gurgling, babbling and squealing. • Listens to, distinguishes and responds to intonations and gestures, words and sounds. • Makes own sounds in response when talked to by familiar months adults. sounds of voices. • Lifts arms in anticipation of being picked up. • Reacts in interaction with others by smiling, looking and • Practises and gradually develops speech sounds (babbling) moving. to communicate with adults; says sounds like ‘baba, nono, • Quietens or alerts to the sound of speech. gogo’. • Looks intently at a person talking, but stops responding if speaker turns away. • Listens to familiar sounds, words, or finger plays. • Fleeting Attention – not under child’s control, new stimuli takes whole attention. 8 – 20 • Moves whole bodies to sounds they enjoy, such as music • Developing the ability to follow others’ body • Uses sounds in play, e.g. ‘brrrm’ for toy car. months or a regular beat. language, including pointing and gesture. • Uses single words. • Has a strong exploratory impulse. • Responds to the different things said when in a • Frequently imitates words and sounds. Enjoys babbling and increasingly experiments with using • Concentrates intently on an object or activity of own familiar context with a special person (e.g. ‘Where’s • sounds and words to communicate for a range of purposes Mummy?’, ‘Where’s your nose?’). choosing for short periods. (e.g. teddy, more, no, bye-bye.) • Pays attention to dominant stimulus – easily distracted by • Understanding of single words in context is • Uses pointing with eye gaze to make requests, and to share noises or other people talking. developing, e.g. ‘cup’, ‘milk’, ‘daddy’. an interest. • Creates personal words as they begin to develop language. 16 – 26 • Listens to and enjoys rhythmic patterns in rhymes and • Selects familiar objects by name and will go and find • Copies familiar expressions, e.g. ‘Oh dear’, ‘All gone’. months stories. objects when asked, or identify objects from a group. • Beginning to put two words together (e.g. ‘want ball’, ‘more • Enjoys rhymes and demonstrates listening by trying to • Understands simple sentences (e.g. ‘Throw the ball.’) juice’). • Uses different types of everyday words (nouns, verbs and join in with actions or vocalisations. adjectives, e.g. banana, go, sleep, hot). Rigid attention – may appear not to hear. • • Beginning to ask simple questions. • Beginning to talk about people and things that are not present. PD Moving and handling Health and self-care Birth – • Turns head in response to sounds and sights. • Responds to and thrives on warm, sensitive physical contact 11 • Gradually develops ability to hold up own head. and care. months • 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 and then straight arms. • Watches and explores hands and feet, e.g. when lying on back lifts legs into vertical position and grasps feet. • Reaches out for, touches and begins to hold objects. • Explores objects with mouth, often picking up an object and holding it to the mouth. 8 – 20 • Sits unsupported on the floor. • Opens mouth for spoon. months • 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 by adult. often falls off. • Takes first few steps independently. • Can actively cooperate with nappy changing (lies still, helps • Passes toys from one hand to the other. hold legs up). • Holds an object in each hand and brings them together in the middle, e.g. holds two blocks and bangs them together. • Starts to communicate urination, bowel movement. • Picks up small objects between thumb and fingers. • Enjoys the sensory experience of making marks in damp sand, paste or paint. • Holds pen or crayon using a whole hand (palmar) grasp and makes random marks with different strokes. 16 – 26 • Walks upstairs holding hand of adult. • Develops own likes and dislikes in food and drink. months • 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. Literacy Reading Writing Birth – • Enjoys looking at books and other printed material with familiar people. 11 months 8 – 20 • Handles books and printed material with interest. months 16 – 26 • Interested in books and rhymes and may have favourites. months

Maths Numbers Shape, space and measure Birth – • Notices changes in number of objects/images or sounds in a group of up to 3. 11 months 8 – 20 • Develops an awareness of number names through their enjoyment of action rhymes and songs that relate to their • Recognises big things and small things in meaningful months experience of numbers. contexts. • Has some understanding that things exist, even when out of sight. • Gets to know and enjoy daily routines, such as getting-up time, mealtimes, nappy time, and bedtime. 16 – 26 • Knows that things exist, even when out of sight. • Attempts, sometimes successfully, to fit shapes into spaces months • Beginning to organise and categorise objects, e.g. putting all the teddy bears together or teddies and cars in separate on inset boards or jigsaw puzzles. piles. • Uses blocks to create their own simple structures and • Says some counting words randomly. arrangements. • Enjoys filling and emptying containers. • Associates a sequence of actions with daily routines. • Beginning to understand that things might happen ‘now’. U the W People and communities The world Technology Birth – • Moves eyes, then head, to follow moving objects. 11 • Reacts with abrupt change when a face or object suddenly months disappears from view. • Looks around a room with interest; visually scans environment for novel, interesting objects and events. • Smiles with pleasure at recognisable playthings. • Repeats actions that have an effect, e.g. kicking or hitting a mobile or shaking a rattle. See also Characteristics of Effective Learning – Playing and Exploring, and Physical Development 8 – 20 • Closely observes what animals, people and vehicles do. months • Watches toy being hidden and tries to find it. • Looks for dropped objects. • Becomes absorbed in combining objects, e.g. banging two objects or placing objects into containers. • Knows things are used in different ways, e.g. a ball for rolling or throwing, a toy car for pushing. 16 – 26 • Is curious about people and shows interest in stories • Explores objects by linking together different approaches: • Anticipates repeated sounds, sights and actions, e.g. when months about themselves and their family. shaking, hitting, looking, feeling, tasting, mouthing, pulling, an adult demonstrates an action toy several times. • Enjoys pictures and stories about themselves, their turning and poking. • Shows interest in toys with buttons, flaps and simple families and other people. • Remembers where objects belong. mechanisms and beginning to learn to operate them. • Matches parts of objects that fit together, e.g. puts lid on teapot.

EA&D Exploring and using media and materials Being imaginative Birth – 11 months 8 – 20 • Explores and experiments with a range of media through sensory exploration, and using whole body. months • Move their whole bodies to sounds they enjoy, such as music or a regular beat. • Imitates and improvises actions they have observed, e.g. clapping or waving. 16 – 26 • Begins to move to music, listen to or join in rhymes or songs. • Expresses self through physical action and sound. months • Notices and is interested in the effects of making movements which leave marks. • Pretends that one object represents another, especially when objects have characteristics in common