(EYFS Statutory Framework. The Early Years Foundation Stage (EYFS) sets standards for the learning, development and care of children from birth to 5 years old. All schools and Ofsted-registered early years providers must follow the EYFS, including childminders, preschools, nurseries and school reception classes.)
Our sessions will focus on standards set across a range of ages from birth to 50 months which says that babies should copy facial movements, laugh & gurgle, react enthusiastically, turn towards a familiar sound, stop and look when they hear their own name, begin to hold objects, enjoy looking at a book.
Toddlers should; explore new situations, toys & environments, play cooperatively with a familiar adult, enjoy finding their own body parts, begin to do things independently showing a sense of will & determination, begin to learn that some things are shared, move whole bodies to sound they enjoy, join in with actions and rhymes they enjoy, understand simple sentences, enjoy sensory experience, hold a crayon to make marks, interested in books, beginning to organise objects, say counting words randomly.
Preschoolers should; should initiate play & form relationships with peers, can select and use activities & resources with help, can take turns and share resources with help, listen to others, listens to stories, joins in with repeated phrases, is able to follow directions & responds to simple instructions, builds up vocabulary that reflects their experiences, moves freely with pleasure and confidence adjusting speed and direction to negotiate space, can catch a ball and stand on one foot, draws lines and circles, uses one-handed tools, can copy some letters, knows that print carries meaning, sometimes gives meaning to marks they draw, recites numbers in order to 10, knows that numbers identify how many objects are in a set, sometimes matches numeral and quantity, uses positional language, shows an interest in shapes, beginning to talk about shapes of everyday objects e.g. ‘tall’, can talk about significant events in their own lives and knows some of the things they’ve observed such as plants and animals, talk about why things happen and show a care for living things, know how to operate simple equipment, shows an interest in technological toys, sings a few familiar songs, joins in with dancing and ring games, taps out simple related patterns, learns how sounds and clouds can be changed, uses various construction materials, engages in imaginative role-play, builds stories around toys, creates props to support role play, plays cooperatively as part of a group.