The Early Years Foundation Stage: Setting the Standards for Learning, Development and Care for children from birth to five

• Turns head to the side when placed on tummy.
• Turns head or eyes towards diffuse light or interesting objects.
• Closes eyes to bright light.
• Can move eyes to look at different parts of objects and pictures.
• When lying on back or propped up, moves eyes to follow face or object moving slowly from side to side, close to face.
• Can lift head when lying on tummy and move it from side to side.
• When lying on tummy, lifts head up in the middle and uses forearms to support.
• Holds head in the middle (not to one side or the other) when lying on back.
• Able to control head when supported in an upright position: head does not flop forwards or backwards.
• Is able to hold head steady for several seconds when being moved from lying to sitting.
• Moves head to look around when lying on back or supported in sitting.
• Holds head and upper body up by themselves when supported in sitting.
• When lying on tummy can lift head and chest and support self with straight arms and flat hands.
• Raises head to look at feet when lying on back.
• Presses down feet or straightens body when held standing on a hard surface.
• Moves arms and legs, arms more than legs and chuckles when played with.
• Arm and leg movements become smoother and more continuous, no longer so sudden and jerky.
• Makes crawling movements with arms and legs when lying on tummy.
• Kicks legs vigorously, one leg then the other.
• When lying on back, lifts legs into vertical position and grasps feet.
• Reaches and plays with toes when lying on back or sitting up with support.
• Puts arms up to be lifted.
• Takes weight through legs and bounces up and down when held in a standing position.
• Rolls from side to back.
• Rolls over from front to back.
• Sits propped up.
• Tries to sit up from lying on back when hands are held.

Feeding:

• Opens mouth for bottle when corner of mouth is touched.
• Sucking strong and rhythmic with coordinated swallow.
• Closes mouth around bottle teat to achieve seal.
• Feeds at regular intervals throughout the day.
• Puts hands on bottle when feeding.

Sleeping:

• Has predictable sleeping pattern.
• Sleeps for periods of two hours or more.
• Sleeps more at night than during the day.
• Has regular sleeps during the day.

• Closes hand firmly around objects placed in palm.
• Uses whole hand to hold objects (palmar grasp).
• Keeps hands closed with thumbs tucked in against palm most of the time.
• Brings hands to mouth when lying on side or tummy.
• Explores objects with mouth.
• Holds rattle for a couple of seconds when placed in palm of hand.
• Hands are open most of the time when not holding objects.
• Starts to reach out to toys or objects.
• Uses two hands to scoop up toys.
• Reaches out to objects and faces with both hands to grasp them.
• Plays with objects, by banging, shaking, turning them around in their hands.
• Feels and plays with toys and everyday objects of different textures, for example, smooth, rough, soft, furry and sticky.
• Passes toys from hand to hand.
• Holds two toys, one in each hand.

• Sits alone without support with a straight back.
• Can lean forward when sitting.
• Can move from a sitting position to hands and knees (crawl position).
• Crawls, bottom shuffles or rolls continuously to move around.
• Pulls self up to standing but cannot lower self down again (falls backward with a bump).
• Supports whole weight on legs if holding on to support.
• Can rise to sitting position from lying down.
• Crawls on hands and knees or shuffles on bottom.
• Kneels up against furniture.
• Pulls self up to standing against furniture and can lower self back down again.
• Walks around furniture lifting one foot and stepping sideways (cruising).
• Walks with one or both hands held by adult.
• Stands by themselves for a few seconds.
• Takes first few steps: feet wide apart, uneven steps, arms raised for balance.
• Can stand up alone, without holding on to anything.
• Sits down from standing with a bump.
• Crawls upstairs.
• Comes downstairs backwards on knees (crawling).
• Sits and manipulates toys with hands.
• When sitting, can pick up a toy without losing balance.
• Bends to pick up a toy from the floor when standing up holding onto furniture.
• Throws toys or objects deliberately.
• Carries large toy, or several toys while walking.
• Pulls toy on string along behind while walking.

Feeding:

• Grasps finger foods and brings them to mouth.
• Opens mouth for spoon.
• Accepts range of tastes.
• Accepts range of consistency (runny, thick, paste) and range of texture (smooth purée, chopped food, small soft lumps).
• Starts to show own food preferences.
• Tries to grasp spoon when being fed.
• Holds own bottle or sipper cup.
• Drinks from feeder cup with help and later drinks from feeder cup independently.
• Attempts to use spoon: can guide towards mouth but food often falls off; moves on, with time, to try to use spoon to feed self.
• Bites finger foods.
• Eats lumps (for example, in yoghurt or semi-puréed food).
• Chews lumpy food.

Sleeping:

• Only having one nap during the day.

Washing:

• Enjoys splashing water when being washed.
• Tolerates face and hair washing with appropriate soap and shampoo.
• Tolerates gum stimulation and teeth cleaning routines as teeth emerge and later, cooperates with teeth brushing.
• Plays with a range of bath toys.
• Begins to participate in bathing, offers or lifts body part ready for washing and later uses sponge on arms and legs.
• Cooperates with drying hands.

Toileting:

• Actively cooperates with nappy changing (lies still, helps hold legs up).
• Starts to communicate urination, bowel movement.

• Picks up things between thumb and fingers in an immature pincer grasp.
• Stretches out with one hand to grasp toy if offered.
• Looks at and pokes small objects such as crumbs with index finger.
• Later, learns to pick up small objects easily between thumb and index finger (pincer grasp).
• Can release toy from grasp by dropping or pressing against a firm surface, but cannot yet place down deliberately.
• Holds an object in each hand and brings them together in the middle, for example, holds two blocks and bangs them together.
• Repeats actions to explore object properties, for example, sound of rattle.
• Uses index finger to point at objects.
• Picks up larger objects such as a teddy or a ball.
• Drops toys or objects deliberately.
• Puts toys or objects into a container.
• Takes toys or objects out of a container.
• Helps turn pages in a book.
• Holds pen or crayon using a palmar grasp and begins to scribble.
• Removes pieces from inset puzzle and large pegs from pegboard.
• Builds tower of two blocks.
• Turns over container to tip out contents.
• Drops blocks through large round hole in a posting box.

• Walks with shorter steps and legs closer together, no longer needs to hold arms up for balance.
• Runs taking care, some difficulty with avoiding obstacles.
• Starts to climb.
• Walks upstairs holding hand of adult.
• Steps backwards downstairs, holding on to each step.
• Bumps down a few steps on bottom.
• Gets onto child's chair themselves backwards or sideways.
• Has a wide variety of different ways to sit to play.
• Kneels upright on flat surface without support.
• Builds a tower with three blocks.
• Scribbles spontaneously and makes dots on paper.
• Fits large round shapes into posting box, puzzle or shape sorter.
• Runs without bumping into obstacles.
• Climbs onto and down from furniture without help.
• Squats down to pick up toy from floor.
• Walks up and down stairs holding on, putting two feet on each step (with supervision).
• Throws small ball overhand.
• 'Walks into' large ball when trying to kick it.
• Sits on small tricycle, moving it with feet pushing on floor.

Feeding:

• Can locate mouth with an empty spoon.
• Scoops food into spoon independently.
• Accepts food from a fork.
• Holds cup with both hands and drinks without much spilling.
• Able to participate in mealtime routines, sits in high chair at table, joins in interaction.
• Drinks from a straw.
• Takes spoon from plate to mouth with some spilling.
• Inserts spoon in mouth without turning it upside down.
• Accepts new textures and tastes such as larger pieces of food and increasing range.
• Starts to be less messy with food.

Washing:

• Tolerates use of toothpaste and brush.
• Cooperates with washing hands, rubs hands and body with soap and puts under water to rinse.
• Beginning to brush own hair.

Toileting:

• Clearly communicates wet or soiled nappy or pants.
• Shows awareness of what a potty or toilet is used for.

• Builds a tower with three blocks.
• Holds pencil with tripod grip (between thumb and two fingers) no longer using palmar grasp.
• Scribbles spontaneously and makes dots on paper. Later, begins to imitate circular scribble and draw vertical lines.
• Places large round pegs in pegboard.
• Fits round shapes into puzzle.
• Posts round shape into posting box or shape sorter.
• Builds a tower of up to six blocks.
• Threads large beads onto firm cord, stick or pipe cleaner.
• Shows a preference for one hand or the other, for example, reaches out with one hand more than the other to pick up toys and, over time, begins to show a definite hand preference.
• Uses both hands together and in the middle (not to one side or the other) one to hold and the other to manipulate.
• Uses appropriate actions to explore properties of objects, for example, turning, twisting, rolling and pressing.

• Runs safely on whole foot, stopping and starting with ease and avoiding obstacles.
• Squats with steadiness to rest or play with object on the ground, rises to feet without using hands.
• Stands on one foot while kicking ball with other foot.
• Pushes and pulls large toys, has difficulty steering around obstacles.
• Jumps with two feet together from floor.
• Can stand on tiptoe when holding onto something.
• Can kick and catch a large ball.
• Climbs confidently and is beginning to use nursery play climbing equipment.

Feeding:

• Asks, or searches for food when hungry.
• Feeds self competently with spoon.
• Drinks well without spilling.
• Replaces cup on table without difficulty.
• Keeps most food in bowl or on plate.

Toileting:

• Indicates need for toilet by behaviour (such as dancing movements or holding self).
• Tolerates sitting on potty or toilet.

• Picks up tiny objects accurately and quickly.
• Places objects down neatly and precisely.
• Builds a tower of up to seven cubes.
• Turns pages in a book one at a time.
• Scribble writes including 'V' shape and vertical lines.
• Later, imitates drawing a simple face: circle for head, with eyes, nose and mouth.
• Fits square shapes into a formboard and then later round, square and triangle shapes into a puzzle or posting box.
• Fits increasingly small shapes and objects into holes during posting activities.
• Threads large beads onto floppier cord, for example, washing line cord or a heavy shoelace.
• Makes snips in paper with child scissors.
• Folds paper in half.
• Turns rotating handles.
• Screws and unscrews jar lids, nuts and bolts.
• Can put tiny objects into a small container.

• Walks upstairs using alternating feet, one foot per step.
• Walks downstairs, two feet to each step while carrying a toy.
• Jumps down a single step.
• Negotiates obstacles when running and pushing toys.
• Walks backwards, forwards and sideways.
• Walks forward on a straight line.
• Rides tricycle using pedals.
• Can walk on tiptoe.
• Kicks ball forcibly.
• Can stand momentarily on one foot when shown.

Feeding:

• Eats individual pieces of food from tub or box with lid.
• Able to blow, for example, candles or when cooling food.
• Pours drink from jug with some spillage.
• Eats with a fork and a spoon.
• Beginning to use a knife for spreading.

Washing:

• Helps wash self and own hair.
• Helps dry self after washing.
• Uses taps on hand basin.
• Washes and dries own hands.
• Turns taps on and off.
• Brushes own teeth with help.
• Blows nose when tissue is held up.

Toileting:

• Asks for toilet using voice, gesture or action, for example, leads adult to toilet and asks verbally or makes a sign.
• Mostly dry during the day with occasional accidents.
• Usually able to control bowel with occasional accidents.
• Pulls down own pants when using the toilet.
• Flushes toilet with support.
• Waits to be wiped after using toilet or potty.

• Can build tower of ten or more cubes.
• Imitates making a train of cubes.
• Threads large beads onto shoelace.
• Cuts paper with scissors.
• Holds pencil near point between first two fingers and thumb and uses it with good control.
• Writes an 'X' form and a horizontal line.
• Imitates drawing a circle.
• Draws spontaneous and unrecognisable forms.
• Draws person with head and one or two other features or parts.

Feeding:

• Helps with food preparation.
• Has food preferences and wishes and expresses them.
• Understands need for variety in food.
• Eats a healthy range of foodstuffs.
• Understands need for hygiene in food preparation, serving and eating.

Washing:

• Begins to take responsibility for self-care in washing, teeth cleaning.
• Uses personal hygiene materials competently.
• Knows when to wash hands and face.
• Shows negative reactions to lack of cleanliness in food, personal items and so on.

Toileting:

• Reliably dry and clean during the day.
• Usually initiates use of toilet when needed, and seeks help as required.
• Knows routine of wiping self and handwashing and usually carries this out.

Note: Early Support material relating to dressing appears in Personal, Social and Emotional Development: Self-care