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.
Explore objects and materials with hands and mouth.
Show interest in toys and resources that incorporate technology.
Anticipate repeated sounds, sights and actions.
Explore the space around them through movements of hands and feet and by rolling.
Concentrate intently on faces and enjoy interaction.
Form attachments to special people.
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.
Show curiosity and interest in things that are built up and fall down, and that open and close.
Explore things with interest and sometimes press parts or lift flaps to achieve effects such as sounds, movements or new images.
Get to know and enjoy daily routines, such as getting-up time, mealtimes, nappy time, and bedtime.
Love to be outdoors and closely observe what animals, people and vehicles do.
Recognise special people, such as family, friends or their key person.
Show interest in social life around them.
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.
Are interested in pushing and pulling things, and begin to build structures.
Show interest in toys with buttons and flaps and simple mechanisms and begin to learn to operate them.
Associate a sequence of actions with daily routines.
Begin to understand that things might happen 'now'.
Are curious about the environment.
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.
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.
Are curious and interested in making things happen.
Show an interest in ICT.
Seek to acquire basic skills in turning on and operating some ICT equipment.
Recognise some special times in their lives and the lives of others.
Understand some talk about immediate past and future, for example, 'before', 'later' or 'soon'.
Anticipate specific time-based events such as mealtimes or home time.
Enjoy playing with small-world models such as a farm, a garage, or a train track.
Are interested in others and their families.
Have a sense of own immediate family and relations.
Begin to have their own friends.
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.
Investigate various construction materials.
Realise tools can be used for a purpose.
Join construction pieces together to build and balance.
Begin to try out a range of tools and techniques safely.
Know how to operate simple equipment.
Remember and talk about significant events in their own experience.
Show interest in the lives of people familiar to them.
Talk about past and future events.
Develop an understanding of growth, decay and changes over time.
Show an interest in the world in which they live.
Comment and ask questions about where they live and the natural world.
Express feelings about a significant personal event.
Describe significant events for family or friends.
Enjoy imaginative and role-play with peers.
Show interest in different occupations and ways of life.
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.
Construct with a purpose in mind, using a variety of resources.
Use simple tools and techniques competently and appropriately.
Build and construct with a wide range of objects, selecting appropriate resources and adapting their work where necessary.
Select the tools and techniques they need to shape, assemble and join materials they are using.
Complete a simple program on a computer.
Use ICT to perform simple functions, such as selecting a channel on the TV remote control.
Use a mouse and keyboard to interact with age-appropriate computer software.
Find out about and identify the uses of everyday technology and use information and communication technology and programmable toys to support their learning.
Finding a website - In a nursery class, the practitioner supports a child using the computer to find a particular website. [transcript]
You can watch the video, via modem or slow / fast / superfast broadband connections. If you are behind a network firewall, why not click here to view a flash file of the video. You do need to have the flash plugin.
Begin to differentiate between past and present.
Use time-related words in conversation.
Understand about the seasons of the year and their regularity.
Make short-term future plans.
Find out about past and present events in their own lives, and in those of their families and other people they know.
Notice differences between features of the local environment.
Observe, find out about and identify features in the place they live and the natural world.
Find out about their environment, and talk about those features they like and dislike.
Gain an awareness of the cultures and beliefs of others.
Feel a sense of belonging to own community and place.
Begin to know about their own cultures and beliefs and those of other people.
Acknowledgements
Disclaimer
00012-2007CDO-EN