Use movement and senses to focus on, reach for and handle objects.
Learn by observation about actions and their effects.
Looks at pictures and moving objects.
When lying on back or propped up, moves eyes to follow face or toy moving slowly from side to side, close to face.
Looks toward an object or person that moves near by.
Looks from one object to another and back again; this is called shifting visual attention.
Blinks if object is moved sharply towards face.
Reacts with abrupt behaviour change when a face or object disappears suddenly from view.
Begins to look around a room with interest; visually scans environment for novel, interesting objects and events.
Actively explores the environment with all senses.
Explores hands and fingers, for example, watches them, presses hands together, clasps and unclasps hands.
Plays with and explores objects by touching them, looking at them, placing them in the mouth and listening to the sounds they make.
Uses feet to help in grasping objects.
Repeats actions that have an effect, for example, kicking or batting a mobile to create movement including actions to make a sound again, for example, shaking a rattle.
Reacts to familiar sounds or sights by changes in behaviour, for example, extends arms and legs, smiles, searches with eyes when hears the vacuum cleaner, running bath, footsteps and so on.
Shows anticipation and enjoyment of familiar caring routines and simple games, for example, sucks or licks lips in response to sounds of preparation for feeding or gets excited upon seeing spoon or a familiar toy.
Recognises familiar environmental sounds such as the washing machine, microwave or footsteps. This is shown by quietening, consistent reactions, turning to look at source of sound and so on.
Likes listening to music, rattles and other sound-making toys.
Shows interest in moving pictures and sound, for example, on television.
Very early imitation of adults, for example, tries to move hands or object after watching adult.
Persistently and deliberately reaches out for toys that interest them.
Begins to be interested in small objects or the detail of a toy, for example, will gaze at small beads in a rattle.
Moves limbs, changes facial expression and laughs in anticipation of being lifted.
Smiles at image of self in mirror, but does not yet realise that this is reflection of self.
How young babies use their senses to investigate such things as your face, your hair, a rattle.
How young babies show their interest in objects and people that move nearby.
How young babies begin to explore objects by touching them, looking at them and by placing them in their mouths.
How babies show enjoyment when they listen to music, rattles and other toys that make sounds.
How babies react when something disappears from view.
Examples of young babies reaching out for things that they want.
Give opportunities for babies to explore objects and materials.
When you talk to babies, make sure you are face to face.
Use plenty of facial expression, as babies will be interested in the movement of your face, eyes and lips as you speak and play.
Gently touch babies by stroking their cheeks or tummies. Talk as you do this and be aware of how they show their enjoyment of this close physical contact.
Try the following types of games to help babies become aware that the world is three dimensional:
– 'touch and tickle' games - tickling arms, legs and tummy;
– bouncing babies on your knee or rocking them;
– holding babies up in the air;
– moving babies' arms and legs up and down or from side to side.
When babies smile, laugh or move their limbs in response to games, respond with words, facial expressions or repeat the game.
Encourage babies to be aware of their own bodies by touching their face, counting their toes and fingers or giving them your finger to grasp.
Bring toys and interesting objects, including books, close enough for a baby to look at and reach. Talk about what they are looking at or reaching out for.
Give babies time to explore on their own. Babies enjoy things they can grip or swipe at, such as rattles or toys and mobiles dangling on their pram.
Choose toys in a range of textures, fabrics and with mirrors to build on babies' interest.
Develop babies' awareness of turn-taking by making play highly repetitive, so that they see again and again how their actions have an effect on adult behaviour. In this way babies make some very early discoveries about cause and effect.
Use rhyme and songs, linked to rhythmic movements such as rocking, bouncing and swinging. This creates a strong link between the rhythms of speech and the pace and rhythm of physical movement.
Provide a range of everyday objects for babies to explore and investigate.
8-20 Months
As they pull to stand and become more mobile, the scope of babies' investigations widens.
Intensely curious.
Actively explores objects using all senses, for example, links together different ways of handling objects: shaking, hitting, looking, feeling, tasting, mouthing, pulling, turning and poking.
Watches people and events for an increasingly long time.
Begins to explore new objects systematically, for example, first banging, then mouthing, then turning over to investigate cause and effect.
Eventually begins to experiment, tries something, then reflects on it, and then tries something else (for example, if a puzzle piece doesn't fit, tries it in the other holes).
Demonstrates increasingly persistent search for objects, even when hidden.
Looks towards the floor when object is dropped by other people and later looks for objects they drop themselves.
Eventually looks in right place for toys that fall out of sight.
Struggles to get objects that are out of reach and later may pull a mat towards them to make a toy or object come closer.
Watches toy being hidden under a cloth or container and finds it increasingly quickly.
Drops toys deliberately and repeatedly and watches them fall to the ground.
Anticipates movement of objects or persons in space (for example, if a ball rolls behind the couch, looks to the other side of the couch expecting it to reappear).
Begins to understand cause and effect and will repeat actions in order to repeat the effects.
Watches own hand movements intently.
Stares with increased interest when a new object is shown to them.
Gazes at a picture of self.
Uses objects to make sound, bangs them together, hits toys with hammer, shakes rattle and so on.
Knows there are different ways to play with different toys, for example, that a ball is for rolling or throwing, a car is for pushing and blocks are for posting.
Interested in things that go together, for example, cup and saucer or parts of a puzzle.
Realises one object can act as a container for another, for example, puts smaller objects inside bigger ones.
Looks at pictures in books with interest without needing adult input.
Anticipates what will happen next, for example, expects to be fed if placed in high chair and may become distressed if the expected routine doesn't happen.
Imitates actions they see performed by others that are already in their repertoire, for example, if they know how to bang their hands on the table they will copy another person doing this.
Later, can imitate sounds or gestures that are not part of their repertoire, for example, a child watches an adult carefully and then imitates something they have not done before.
Can imitate using an object, for example, holds beater and bangs drum, pushes button on a toy and so on, after seeing adult do it.
Can imitate clapping hands.
Remembers faces of people seen regularly.
Recognises favourite toys, games and activities, for example, sees character in favourite book and brings same toy for you to play with.
Recognises familiar programmes on TV.
Enjoys listening to the same story over and over again.
Shows excitement during turn-taking games such as peek-a-boo, for example, claps hands, giggles as turn gets closer.
Reaches out for mirror image, or plays with reflection in mirror, but still does not realise this image is self.
Anticipates body movements that go with rhymes, for example, bringing hands together for 'Clap Hands'.
Interactive turn-taking games with adults quite often involve toys and other objects, for example, fetching games, feeding dolly, waving 'bye-bye' to each other.
Accepts adult varying a game and imitates and joins in with new actions or routines.
Rolls ball or toy car to others.
Enjoys knocking down towers built by adult.
Enjoys putting objects in and out of containers.
Enjoys picture books and simple stories.
Engages in simple pretend play with soft toys, for example, hugs and kisses teddy or pretends to be asleep (covers self with a blanket and closes eyes).
Play demonstrates understanding of use of objects, may put telephone to ear, turn the pages of a book or stir a spoon in a cup.
Demonstrates early pretend behaviours, for example, copies the actions and activities of others as part of their play.
Uses 'symbolic sounds' for objects and animals in pretend play.
Begins to link ideas in play in simple combinations, for example, puts doll in car then pushes car along.
Babies' interests and the ways in which they investigate and manipulate objects.
The strategies babies use to explore objects using all their senses, such as shaking, hitting, looking, feeling, tasting, mouthing, pulling, turning and poking. Is their approach systematic?
How a baby indicates they are beginning to understand cause and effect, for example, by repeating actions to make things happen again.
How babies use objects to make noise.
How children react when a new toy is introduced to them.
How babies show they are beginning to understand that some objects belong together or can be put inside one another.
How a baby responds to pictures in books.
The different ways babies show they are learning to anticipate what might happen next.
Strategies babies use to look for objects that have fallen out of sight.
Strategies babies use as they begin to experiment such as trying something, reflecting on it and then trying something else.
Indications that babies recognise objects and toys.
How babies respond when they see an image in a mirror.
The different ways babies show that they are beginning to understand what objects are used for, for example, by putting a toy telephone to their ear.
Give babies choices about what they can play with.
Play visual tracking games, such as "Wheeee!" games with aeroplanes, or spoons as they go into mouths. Play with moving toys in front of children to encourage them to follow the movement.
Provide babies with a range of toys that they can handle in several different ways. Talk about how toys look, feel, smell and taste. This helps babies to begin to compare and notice differences.
Pull funny faces and comment on the faces babies pull in response.
Play 'dropping' games, asking "Where's it gone?".
Use cause and effect toys that have a hidden surprise, such as a Jack-in-the-box. Talk about what babies see using exaggerated intonation and exclamations to reinforce the element of surprise.
Link actions such as bouncing babies on your knee to nursery rhymes and action rhymes.
Imitate babies' actions to help them become more aware of the effect of their actions on other people.
Make the language and actions you use in interactive play very repetitive. This will help babies to develop a sense of the sequence of actions and sounds.
Begin to push a car, roll or throw a ball, sharing with the babies the pushing, rolling and throwing.
Introduce variations to games, for example, roll a ball to a doll or another child instead of to the baby.
Stay close to babies as they play. This gives them the opportunity to explore things for themselves but means you can also show them different ways of playing with a toy.
Give opportunities for babies to play on their own and to work things out for themselves.
Continue to use rhymes and songs. Use simple, familiar tunes and words relating to people, objects and actions with which a baby is familiar. Make rhymes and songs more interesting to listen to by using a strong beat, rhythm and lots of repetition.
Plan varied arrangements of equipment and materials that can be used with babies in a variety of ways to maintain interest and provide challenges.
16-26 Months
Sometimes focus their enquiries on particular features or processes.
Copies things they see and hear others doing around them, for example, phrases, parts of games and actions.
Experiments with different objects to look for other new properties, for example, plays with a plastic bowl by putting it on their head, filling it with blocks, banging it, covering toys with it or looking through it.
Solves simple problems independently, for example, retrieving out-of-reach toys or carrying toys from one place to another.
Matches objects with parts that fit together, for example, puts lid on teapot.
Hands a toy to an adult for assistance when unable to get it to work and sees adult as someone who can help.
Remembers where objects belong, for example, puts toys away in the right place and knows where to find them later.
Tries to work out problems by thinking first, for example, how to switch something on or how to get something out of reach.
Understands simple cause and effect, for example, straightens up a tower of blocks if it starts to wobble.
Operates mechanical toys, for example, turns the knob on a wind-up toy or pulls back on a friction car.
Discriminates between circle and square on a puzzle, looks at shape of piece and shapes on board and fits them together correctly.
Fits large, simple puzzle pieces into inset puzzles.
Recognises familiar adult in picture.
Recognises self in mirror or photo, for example, if looks in mirror and sees dirt or food on face, tries to wipe it off, or points to self in photo when asked.
Anticipates what might happen next because of what other people say.
Enjoys playing with objects of different sizes that go together, for example, stacking cups, and learning about the relative sizes of objects.
Joins in simple routines spontaneously.
Plays ball cooperatively with an adult, for example, may kick or roll the ball back and forth.
Brings toys to share with parent.
Spends time in groups of other children engaged in own play, but watching the other children.
Fills and empties containers.
Enjoys building with blocks.
Enjoys sharing books.
Loads trolley to move objects around.
Enjoys 'ready, steady, go' and 'one, two, three, go' games.
Enjoys anticipation games or toys such as Jack-in-the-box.
Understands and follows stories read to them. Has favourite stories and characters.
Includes other people and objects in pretend play, for example, puts doll in bed, makes toy animal or car move, feeds a doll or teddy with a spoon or cup and makes animal eat.
Imitates everyday actions in pretend play, for example, brushing doll's hair, making beds, tasting food, cleaning dolls' house, getting in the car, shopping and so on.
Likes to put objects together, for example, puts cups on saucers, spoon in a bowl and doll in the bed.
Makes a pretend sequence, for example, pouring pretend tea then drinking, washing then drying a doll, getting in the car and going to work.
Engages in symbolic play, for example, pretends a banana is a telephone.
The things young children investigate repeatedly, for example, becoming absorbed in opening and shutting.
How a child shows they are curious about the world.
The strategies children use to find out more about objects and toys.
The circumstances in which children ask adults for help so they can find out more.
How children play with objects of different sizes that go together, to learn about relative size.
Evidence that a child knows and remembers where things belong.
Skill in operating simple mechanical toys, for example, by turning a knob.
How children explore and play with bricks and jigsaw puzzles.
Encourage young children as they explore particular patterns of thought or movement, sometimes referred to as schemas.
Make sure books relate to everyday experiences with pictures that contain a lot of detail. The best stories are those that incorporate short sequences of familiar events, like going to the shops or going out for a walk.
Children will love books that build up anticipation and that have flaps to lift or familiar words that they can join in with. Encourage children to take the lead, for example by turning pages or lifting flaps.
Make and share scrapbooks together and encourage children to show them to people who come into the setting. These books could include your own drawings, pictures from magazines of familiar places or toys, photographs of family members and family holidays or special occasions. Include anything that is personal to particular children and therefore meaningful and interesting to them.
Play games that encourage and maintain joint attention. Try taking turns at imitating one another, copying facial expressions. Try copying actions with a teddy bear or hiding things, finding them and saying "There it is!".
Play throwing games with a ball to involve several people in turn-taking.
Play 'hide and find' games: "Where's my… ?".
Pretend to get things wrong: children will love it!
Encourage children to become more equal partners in play and exploration. Let them take the lead or swap roles with them in a familiar routine.
Encourage pretend play and play alongside children as they begin to develop 'pretend' ideas. Offer suggestions for new things to do and 'dialogue' for those taking part, such as the child's teddy bear or a toy cat.
Change and personalise rhymes and songs. Change wording and routines to suit the children's interests and personalise material by adding in the child's name.
Encourage children to join in when other children are playing close by.
Provide materials that support particular schemas, for example, things to throw, for a child who is exploring trajectory.
Find out from parents about their children's interests and discuss how they can be encouraged.
Plan for inclusion of information from parents who do not speak English.
22-36 Months
Explore, play and seek meaning in their experiences.
Use others as sources of information and learning.
Show an interest in why things happen.
Displays curiosity about the world by asking questions and looking intently at objects, events and people.
Recognises and anticipates everyday routines, for example, looks for coat or gets in buggy when adult is getting ready to go out.
Joins in with learning activities led by more able partner and can imitate some actions after they have seen them demonstrated.
Remembers a sequence of activities and events and 'tells' parents what they have done or seen, for example, "Mummy train ice-cream".
Begins to self-correct during an activity without adult prompting, for example, tries to fit a puzzle piece in the wrong space and then changes to the right space without adult prompting.
Matches sets of identical objects, developing understanding of the concept of 'the same'.
Begins to develop sense of time, understands terms such as 'later', 'tomorrow' and 'yesterday'.
Uses and understands the logic of 'if... then', for example, 'If I stand on a step, then I can reach the toy', 'If I eat my sandwich, then I can have some chocolate pudding' and so on.
Understands simple explanations and reasons given by others.
May invent imaginary person and treat them as a friend.
Demonstrates some understanding of quantity, for example, 'Take one biscuit', 'There are many blocks', and so on.
Understands size differences (big, small and so on), for example, selects the big or small object or picture when asked.
Matches simple shapes (circle, square, triangle).
Matches simple pictures of familiar objects such as spoon, dog, banana, shoes and so on.
Matches objects to pictures, for example, matches shoe to a picture of a shoe.
Is more organised, gathering together the toys they want to play with before starting play. For example, getting the doll and the tea set before starting to play tea-parties; getting the train and tracks and setting them out before playing trains.
Fits three or four nesting cups together, showing understanding of size differences and how they fit together.
Completes a two- to four-piece puzzle.
Shares books with adult or other child, making 'comments' about the events and pictures.
Builds a simple bridge using blocks.
Participates in creative activities, telling you what they have made, for example, using dough, paint, blocks, cutting and pasting, cooking, drawing, making music or sounds.
Waits when asked to.
Will imitate unfamiliar ways of behaving when these seem appropriate to them, for example, takes off shoes and socks to join in 'feet painting' at nursery if sees other children doing this.
Plays lots of interactive games with adult or older child, often involving running or chasing.
Plays alongside other children and occasionally allows them into play, for example, hands toys to them.
Begins to copy the actions and sequences of play of other children.
Plays with dough, makes different shapes and will tell you what they have made.
Imitates longer sequences in play, for example, copies adult pouring tea, putting in sugar, stirring and then giving to doll.
Uses one object to represent another in pretend play, for example, uses a lid as a cup, brick as a car or puts block on a plate as if it is a cake.
Uses other people's belongings in pretend play, for example, Mum's bag and brush.
Creates imaginary objects, characters and scenes in play, for example, talks to an imaginary shopper as if they are the shop assistant.
Adopts voice or manner of another person or animal in play, for example, moves like a cat and 'miaows'.
Includes another child in their play sequence and may talk to them as they do so, for example, gives child a cup to drink from.
Children's actions and talk, in response to what they find and the questions they ask.
How children express curiosity, match objects and ask questions about things that are the same and different.
Children's developing skills in remembering and telling someone else about a sequence of activities or events.
The ways in which children show they are beginning to understand simple 'if... then' logic, for example, "If I stand on a step, then I can reach the toy".
How children respond to simple explanations and reasons given to them by other people.
How children show they are becoming more independent in their thinking, exploration and understanding of the world.
Children's anticipation and forward planning, for example, when they gather together the toys they want to play with before they begin.
Recognise that when a child does such things as jumping in a puddle, they are engaging in investigation.
Talk about activities as children investigate things, for example, pouring water from one container to another or finding out what floats and what sinks. This helps children to understand what they are seeing and to learn the language they need to describe it.
Encourage children to help you with everyday activities such as doing the washing-up or cleaning. Give them a duster, too. These are all 'games' to young children, as they explore their environment.
Show children how a toy can be used, then withdraw while they try things out for themselves. Once they have mastered basic skills show them how to take things further by introducing variation.
Make up and share stories about the familiar sequences of events in a child's daily life. Use these to lead to discussion of past and future events.
Children are now able to be interested in books and stories for longer and to observe the detail in more complex pictures. Choose books with colourful and realistic pictures that children can easily recognise.
Be sensitive to when children want to do their own thing, but get involved in their play when they invite you. Your suggestions can help to extend the range of a child's play when you model actions, roles and imaginative ways of playing with familiar toys.
Make junk models together. Use these and construction toys to help with imaginary games.
Make use of outdoor areas to give opportunities for investigations of the natural world, for example, provide chimes, streamers, windmills and bubbles to investigate the effects of wind.
30-50 Months
Show curiosity and interest in the features of objects and living things.
Describe and talk about what they see.
Show curiosity about why things happen and how things work.
Show understanding of cause/effect relations.
Displays curiosity about the world by looking intently at objects, events and people.
Gives reasons for own actions.
Understands consequences of own actions, for example, if cup is knocked over the juice is spilt or if I throw the toys Mum takes them away.
Shows awareness of danger, for example, is more careful on playground equipment.
Drawings become more identifiable, for example, draws a person with round shape for head and maybe two lines for legs.
Matches two or three primary colours (red, yellow, blue).
Matches objects by size.
Puts three pictures in correct order to represent sequence in familiar activity or story.
Understands concept of 'two', for example, can give two blocks when asked.
Can rote count to five.
Knows whether someone is a boy or girl, but might still be getting them confused.
Uses doll or teddy as partner in play, talking to it and telling it what to do next.
Uses one object to represent many different things, for example, a scarf could be a blanket, a cloak and a dress all during the same play sequence.
Imaginary play involves lots of detail and several linked actions such as getting undressed, bathed, dressed in nightclothes and having a bedtime drink.
Dresses up as different people.
Builds stories around toys, for example, farm animals climbing an armchair 'cliff' and having to be rescued.
Uses construction materials as a means to an end, for example, making road or house to be used as part of game, rather than as something simply to be explored.
Understands they have to share (for example, toys) but might not always be willing to do so.
Joins in make-believe play with other children.
Plays well with two to three children in a group.
How children examine objects and living things to find out more about them, for example, observing plants and animals, or noticing the different materials that things are made of.
How children express choices and preferences where verbal communication is through a language other than English.
How children give reasons for what they observe and reasons for their own actions.
How children use one object to represent many different things.
How children begin to use construction materials as a means to an end, for example, making a bridge for toy animals to cross.
Encourage and respond to children's signs of interest, and extend these through questions, discussions and further investigation.
Give additional support to children who are learning English as an additional language, through pictorial support, or from familiar adults who can interpret for them.
Continue to suggest different ways of using and combining toys and materials.
Use daily events and special treats, such as walking the dog or a birthday party, as the starting point for your shared play. This will help children act out and understand what they have experienced.
Use hide and seek or hunt the thimble games to build on children's curiosity, interest and anticipation of what might happen next.
When you are walking outside, ask children to look for particular people or objects. "Who can find… ?" games encourage children to explore the environment and to look out for special things.
Observe which are the children's favourite songs and rhymes and continue to use these, changing words around and inserting nonsense words.
Encourage finger rhymes and songs that include counting, for example 'One Potato, Two Potato, Three Potato, Four'.
Use the local area for exploring both the built and the natural environment.
Provide opportunities to observe things closely through a variety of means, including magnifiers and photographs.
40-60+ Months
Notice and comment on patterns.
Show an awareness of change.
Explain own knowledge and understanding, and ask appropriate questions of others.
Investigate objects and materials by using all of their senses as appropriate.
Find out about, and identify, some features of living things, objects and events they observe.
Look closely at similarities, differences, patterns and change.
Ask questions about why things happen and how things work.
Shows interest in the natural world.
Asks "Why?" frequently and considers replies.
The changes and patterns that children notice.
Instances of children identifying features of living things or objects.
Ways in which children find out about things in the environment, for example, by handling something and looking at it closely.
Instances of children investigating everyday events, such as why a bicycle stops when the brakes are pressed.
Help children to notice and discuss patterns around them, for example, rubbings from grates, covers, or bricks.
Encourage children to raise questions and suggest solutions and answers.
Examine change over time, for example, growing plants, and change that may be reversed, for example, melting ice.
Give opportunities to record findings by, for example, drawing, writing, making a model or photographing.
Provide a range of materials and objects to play with that work in different ways for different purposes, for example, egg whisk, torch, other household implements, pulleys, construction kits and tape recorder.
Encourage children to speculate on the reasons why things happen or how things work.
Acknowledgements
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00012-2007CDO-EN