Personal, Social and Emotional Development
Dispositions and Attitudes 26
Development matters ■■
The Early Years Foundation Stage Practice Guidance
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Birth-11 months
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Develop an understanding and awareness of themselves. Learn that they have influence on and are influenced by others. Learn that experiences can be shared.
Look, listen and note ■■
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How young babies begin to explore their own movements and the environment in individual ways. How babies respond to adults and children.
Effective practice ■■
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8-20 months
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00266-2008BKT-EN © Crown copyright 2008
16-26 months
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22-36 months
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Become aware of themselves as separate from others. Discover more about what they like and dislike. Have a strong exploratory impulse. Explore the environment with interest.
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Learn that they are special through the responses of adults to individual differences and similarities. Develop a curiosity about things and processes. Take pleasure in learning new skills.
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Show their particular characteristics, preferences and interests. Begin to develop self-confidence and a belief in themselves.
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Strategies babies use to indicate likes and dislikes. Babies’ confidence in exploring what they can do. Babies’ play with their own feet, fingers, and toys placed near them.
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Instances of young children celebrating their special skills or qualities.
Any patterns in what children choose to do or not to do. The decisions that children begin to make.
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Planning and resourcing
Say or sing made-up rhymes or songs while stroking or pointing to the babies’ hands, feet or cheeks. Respond to and build on babies’ expressions, actions, and gestures. Find out what babies like and dislike through talking to their parents.
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Playfully help babies to recognise that they are separate and different from others, for example, pointing to own and baby’s nose, eyes, fingers. Give opportunities for babies to have choice, where possible. Follow young babies’ lead as they explore their surroundings, people and resources.
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Ensure that each child is recognised as a valuable contributor to the group and celebrate cultural, religious and ethnic experiences.
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Recognise that children’s interest may last for short or long periods, and that their interests and preferences vary.
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Devote uninterrupted time to babies when you can play with them. Be attentive and fully focused. Plan time to share and reflect with parents on babies’ progress and development, ensuring appropriate support is available where parents do not speak or understand English. Place mirrors where babies can see their own reflection. Talk to them about what they see. Provide choices of different vegetables and fruit at snack time. Allow enough space for babies to move, roll, stretch and explore.
Collect stories for, and make books about, children in the group, showing things they like to do. Ensure resources reflect the diversity of children and adults within and beyond the setting. Discuss with staff and parents how each child responds to activities, adults and their peers. Build on this to plan future activities and experiences for each child.