Principles
* Ensuring that there is time and space for children to focus on activities and experiences and develop their own interests (p28) * Planning experiences that help children develop autonomy and the disposition to learn (p28) Early learning goals * Continue to be interested, excited and motivated to learn (p32) * Be confident to try new activities, initiate ideas and speak in a familiar group (p32) Stepping stones * Show curiosity (p32) * Have a strong exploratory impulse (p32) * Display high levels of involvement in activities (p32)
COMMUNICATION, LANGUAGE AND LITERACY
Principles
* Providing for children to communicate thoughts, ideas and feelings and build up relationships with adults and each other (p44) * Modelling the use of language as a tool for thinking (p46) Early learning goals * Interacting with others, negotiating plans and activities and taking turns in conversation (p48) * Extend their vocabulary, exploring the meanings and sounds of new words (p52) * Use talk to organise, sequence and clarify thinking, ideas, feelings and events (p58) Stepping stones * Ask simple questions, often in the form of 'where' or 'what' (p48) * Use a widening range of words to express or elaborate ideas (p54) * Begin to make patterns in their experience through linking cause and effect, sequencing, ordering and grouping (p58)
MATHEMATICAL DEVELOPMENT
Principles
* Helping children to enjoy mathematical learning because it is purposeful (p70) * Making good use of opportunities to talk 'mathematically' as children play or take part in normal daily activities (p72) Early learning goals
* Use language such as 'greater', 'smaller', 'heavier' or 'lighter' to compare quantities (p80) * Talk about, recognise and recreate simple patterns (p80) * Use language such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes (p80) * Use developing mathematical ideas and methods to solve practical problems Stepping stones
* Show curiosity and observation by talking about shapes, how they are the same or why some are different (p80)
KNOWLEDGE AND UNDERSTANDING OF THE WORLD
Principles
* Teaching powerful lessons by modelling different behaviours (p83) * Using carefully framed questions (p84) * Making effective use of outdoors and the local neighbourhood (p84) Early learning goals
* Investigate objects and materials by using all of their senses as appropriate (p86) * Find out about, and identify, some features of living things, objects and events they observe (p86) * Look closely at similarities, differences, patterns and change (p88) * Ask questions about why things happen and how things work (p88) Stepping stones
* Explore objects (p88) * Talk about what is seen and what is happening (p88)
PHYSICAL DEVELOPMENT
Principles
* Enabling children to use, and learn through, all their senses (p102) * Offering a range of stimuli for movement (p103) Early learning goals
* Move with confidence, imagination and in safety (p104) * Handle tools, objects, construction and malleable materials safely and with increasing control (p114) Stepping stones
* Experiment with different ways of moving (p104) * Understand that equipment and tools have to be used safely (p114)
CREATIVE DEVELOPMENT
Principles
* Giving children time to explore and experiment with ideas, materials and activities (p117) * Planning experiences, opportunities and the environment to support children's ability to discover, explore and express their creativity (p118) Early learning goals
* Explore colour, texture, shape, form and space in two or three dimensions (p120) * Respond in a variety of ways to what they see, hear, smell, touch and feel (p126) * Express and communicate their ideas, thoughts and feelings by using a widening range of materials, suitable tools, imaginative and role play, movement, designing and making and a variety of songs and musical instruments (p126) Stepping stones
* Explore what happens when they mix colours (p120) * Try to capture experiences and responses with music, dance, paint and other materials or words (p126)
