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Mr A Doyle

Penpol School

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Curriculum    /    EYFS    /    Early Learning Goals and 40 - 60 Month Stages of Development

Early Learning Goals & 40 - 60 Month Stages of Development

 

The Early Years Foundation Stage is separated into seven areas of development. There are three 'Prime Areas' and four 'Specific Areas'. The Prime areas are fundamental skills and work together to support development in all other areas of development. The prime areas of development include:

 

Personal, Social and Emotional Development

Communication and Language

Physical Development

 

 

Prime Areas of Development:-

 

 

Personal, Social and Emotional Development

 

Assessment

 

Early Learning Goal:

 

 

Making Relationships

 

  • Children play co-operatively, taking turns with others. They take account of one another's ideas about how to organise their activity. They show sensitivity to others' needs and feelings, and form positive relationships with adults and other children.

 

 

 

Self Confidence & Self Aware

 

  • Children are confident to try new activities and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas and will choose the resources they need for their chosen activities. They say when they do or don't need help.

 

 

Managing Feelings and Behaviour

 

  • Children talk about how they and others show feelings. They talk about their own and others' behaviour and its consequences. They know that some behaviour is unacceptable. They work as part of the group or class, understanding and following the rules. They adjust their behaviour to different situations and take changes in routine in their stride.

 

 

40 - 60 month stages of development:

 

Making Relationships

 

  • Initiates conversations, attends to and takes account of what others say.
  • Explains own knowledge and understanding, asks appropriate questions of others.
  • Takes steps to resolve conflicts with other children, e.g. finding a compromise.

 

 

Self Confidence & Self Aware

 

  • Confident to speak to others about own needs, wants, interests and opinions.
  • Can describe self in positive terms and talk about abilities.

 

 

 

 

 

 

Managing Feelings and Behaviour

 

  • Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.
  • Aware of the boundaries set, and of behavioural expectations in the setting.
  • Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy.

 

 

 

Communication and Language

 

 

Early Learning Goal:

 

 

Listening and Attention

 

  • Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

 

 

Understanding

 

  • Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

 

 

 

 

 

Speaking

 

Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

 

 

 

40 - 60 month stages of development:

 

Listening and Attention

 

  • Maintains attention, concentrates and sits quietly during appropriate activity.
  • Two-channelled attention – can listen and do for short span.

 

 

 

 

 

 

Understanding

 

  • Responds to instructions involving a two-part sequence. Understands humour, e.g. nonsense rhymes, jokes.
  • Able to follow a story without pictures or props.
  • Listens and responds to ideas expressed by others in conversation or discussion.

 

 

Speaking

 

  • Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words.
  • Uses language to imagine and recreate roles and experiences in play situations.
  • Links statements and sticks to a main theme or intention.
  • Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.
  • Introduces a storyline or narrative into their play.

 

 

 

Physical Development

 

 

Early Learning Goal:

 

 

Moving and Handling

 

  • Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Health and Self Care

 

  • Children know the importance of a healthy diet and physical exercise as part of a healthy life style. They talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

 

 

 

 

40 - 60 month stages of development:

 

Moving and Handling

 

  • Experiments with different ways of moving.
  • Jumps off an object and lands appropriately.
  • Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.
  • Travels with confidence and skill around, under, over, through balancing and climbing equipment.
  • Shows increasing control over an object in pushing, patting, throwing, catching or kicking it.
  • Uses simple tools to effect changes to materials. Handles tools, objects, construction and malleable materials safely, with increasing control.
  • Shows a preference for a dominant hand.
  • Begins to use anticlockwise movement and retrace vertical lines.
  • Begins to form recognisable letters.
  • Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed.

 

Health and Self Care

 

  • Eats a healthy range of foodstuffs and understands need for variety in food.
  • Usually dry and clean during the day.
  • Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.
  • Shows understanding of the need for safety when tackling new challenges, and considers & manages some risks.
  • Shows understanding of how to transport and store equipment safely.
  • Practises some appropriate safety measures without direct supervision.

 

 

 

Specific Areas of Development:-

 

The specific areas of development include:

 

  • Literacy
  • Mathematics
  • Understanding of the World
  • Expressive Arts and Design

 

 

 

Literacy

 

 

 

Early Learning Goal:

 

Reading

 

  • Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

 

 

 

 

 

 

 

 

Writing

 

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

 

 

40 - 60 month stages of development:

 

Reading

 

  • Continues a rhyming string.
  • Hears and says the initial sound in words.
  • Can segment the sounds in simple words and blend them together.
  • Links sounds to letters, naming and sounding the letters of the alphabet.
  • Begins to read words and simple sentences.
  • Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.
  • Enjoys an increasing range of books. Knows that information can be retrieved from books and computers

 

 

 

Writing

 

  • Gives meaning to marks they make as they draw, write and paint.
  • Begins to break the flow of speech into words.
  • Continues a rhyming string.
  • Hears and says the initial sound in words.
  • Can segment the sounds in simple words and blend them together.
  • Links sounds to letters, naming and sounding the letters of the alphabet.
  • Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.
  • Writes own name and other things such as labels and captions.
  • Attempts to write short sentences in meaningful contexts.

 

 

 

Mathematics

 

 

Early Learning Goal:

 

 

Numbers

 

  • Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Shape, Space and Measure

 

  • Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. They recognise, create and describe patterns.

 

 

40 - 60 month stages of development:

 

Numbers

 

  • Recognise some numerals of personal significance.
  • Recognises numerals 1 to 5.
  • Counts up to three or four objects by saying one number name for each item.
  • Counts actions or objects which cannot be moved.
  • Counts objects to 10 and beyond.
  • Counts out up to six objects from a larger group.
  • Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.
  • Counts an irregular arrangement of up to ten objects.
  • Estimates how many objects they can see and checks by counting them.
  • Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.
  • Finds the total number of items in two groups by counting all of them.
  • Says the number that is one more than a given number.
  • Finds one more or one less from a group of up to five objects, then ten objects.
  • In practical activities and discussion, begin to use the vocabulary involved in addition & subtraction.
  • Records, using marks that they can interpret and explain.
  • Begins to identify own mathematical problems based on own interests and fascinations.

 

 

Shape, Space and Measure

 

  • Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe their features.
  • Can describe their relative position such as ‘behind’ or ‘next to’.
  • Orders two or three items by length or height.
  • Orders two items by weight or capacity.
  • Uses shape to create and copy patterns and build models.
  • Uses everyday language related to time.
  • Beginning to use everyday language related to money.
  • Orders and sequences familiar events.
  • Measures short periods of time in simple ways.

 

 

 

Expressive Arts and Design

 

 

Early Learning Goal:

 

 

Exploring and Using Media and Materials

 

  • Children sing songs, make music and dance, experimenting with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Being Imaginative

 

  • Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

 

 

 

40 - 60 month stages of development:

 

Exploring and Using Media and Materials

 

  • Begins to build a repertoire of songs and dances.
  • Explores the different sounds of instruments.
  • Explores what happens when they mix colours.
  • Experiments with different textures.
  • Understands that different media can be combined to create new effects.
  • Manipulates materials to achieve a planned effect.
  • Constructs with a purpose in mind, using a variety of resources.
  • Uses simple tools and techniques competently and appropriately.
  • Selects appropriate resources and adapts work where necessary.
  • Selects tools and techniques needed to shape, assemble and join materials they are using.

 

 

 

Being Imaginative

 

 

  • Create simple representations of events, people and objects. *Initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences.
  • Chooses particular colours to use for a purpose.
  • Introduces a storyline or narrative into their play.
  • Plays alongside other children who are engaged in the same theme.
  • Plays cooperatively.