Personal, social and emotional development
Principles
* Planning opportunities for children to work alone and in small and large groups (p28)
* Ensuring there is time and space for children to focus on activities and experiences and develop their own interests (p28) Early learning goals
* Be confident to try new activities, initiate ideas and speak in a familiar group (p32)
* Work as part of a group or class, taking turns and sharing fairly (p36) Stepping stones
* Have a positive approach to new experiences (p32)
* Display high levels of involvement (p32)
* Seek out others to share experiences (p36)
* Value and contribute to own well-being and self-control (p36)
Communication, language and literacy
Principles
* Providing opportunities 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
* Extend their vocabulary, exploring the meanings and sounds of new words (p52)
* Use talk to organise, sequence and clarify things, ideas, feelings and events (p58)
Stepping stones
* Use vocabulary focused on objects and people who are of particular importance to them (p52)
* Build up vocabulary that reflects the breadth of their experiences (p52)
* Use a widening range of words to express or elaborate ideas (p54)
* Use talk to connect ideas, explain what is happening and anticipate what might happen next (p56)
Mathematical development
Principle
* Children initiating activities within a carefully planned environment, that promote mathematical learning and can be extended (p70) Early learning goals
* Use language such as 'greater', 'smaller', 'heavier' or 'lighter' to compare quantities (p80)
* Use developing mathematical ideas and methods to solve practical problems (p80)
Stepping stones
* Use mathematical language in play (p74)
* Use own methods to solve a problem (p76)
* Use size language such as 'big' and 'little' (p80)
* Order two items by weight (p80)
Knowledge and understanding of the world
Principles
* Giving opportunities for activities based on first-hand experiences that encourage exploration, observation, problem solving, prediction, critical thinking, decision making and discussion (p82)
* Providing an environment with a wide range of activities indoors and outdoors that stimulate children's interest and curiosity (p82)
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)
Stepping stones
* Show curiosity, observe and manipulate objects (p86)
* Examine objects and living things to find out more about them (p86)
* Talk about what is seen and what is happening (p88)
* Notice and comment on patterns (p88)
* Show an awareness of change (p88)
Physical development
Principle
* Introducing the language of movement to children, alongside their actions (p100)
Early learning goal
* Move with confidence, imagination and in safety (p104)
Stepping stones
* Move spontaneously within available space (p104)
* Move in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping (p104)
* Combine and repeat a range of movements (p106)
Creative development
Principle
* Providing a wide range of activities that children can respond to by using many senses (p116) Early learning goals
* Recognise and explore how sounds can be changed, sing simple songs from memory, recognise repeated sounds and sound patterns and match movements to music (p122)
* Respond in a variety of ways to what they see, hear, smell, touch and feel (p126)
Stepping stones
* Show an interest in the way musical instruments sound (p122)
* Explore and learn how sounds can be changed (p122)
* Show an interest in what they see, hear, smell, touch and feel (p126)
* Further explore an experience using a range of senses (p126)
* Make comparisons (p126)
