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.
Designing and Making
Are interested in pushing and pulling things, and begin to build structures.
The things young children enjoy building, opening and closing or pushing and pulling.
Offer a commentary on what young children are doing, describing actions such as "You nearly managed it then, by pulling that handle".
Provide a range of items to inspire young children's curiosity, ensuring that their investigations are conducted safely.
Provide culturally diverse artefacts and encourage parents to bring in culturally specific and familiar items from home to share.
ICT
Show interest in toys with buttons and flaps and simple mechanisms and begin to learn to operate them.
The ways in which young children investigate how to push, pull, lift or press parts of toys and domestic equipment.
Talk about the effect of children's actions, as they investigate what things can do.
Incorporate technology resources that children recognise into their play, such as a camera.
Time
Associate a sequence of actions with daily routines.
Begin to understand that things might happen 'now'.
Actions that show young children understand the sequence of routines, for example, going to the cloakroom area when you say it is time to go outdoors.
Let young children know that you understand their routines. Talk them through the things you do as you get things ready.
Collect stories that focus on the sequence of routines, for example, getting dressed, asking "How do I put it on?".
Place
Are curious about the environment.
Responses to sights, sounds and smells in the environment and what they like about playing outdoors.
Encourage young children to explore puddles, trees and surfaces such as grass, concrete or pebbles.
Develop use of the outdoors so that young children can investigate features, for example, a mound, a path or a wall.
Communities
Are curious about people and show interest in stories about themselves and their family.
Enjoy stories about themselves, their families and other people.
Like to play alongside other children.
Young children's questions about differences such as skin colour, hair and friends.
Talk to young children about the special people in their lives.
Talk with young children about valuing all skin colour differences.
Give opportunities for talk with other children, visitors and adults.
Acknowledgements
Disclaimer
00012-2007CDO-EN