1. Child Development and Learning…
What are the areas of learning?
We are required to provide the following seven areas of learning and development. It is statutory to deliver the requirements of the Early Years Foundation Stage More information can be found in the following two publications:
Development Matters in the Early Years Foundation Stage
Early Years Outcomes

2. The EYFS framework is the statutory curriculum for all children from birth to five years (Or the end of reception year).
Children who have not met expected level by the end of reception should continue until the end of the Autumn Term in year one.
SEND needs should then be assessed.

3. Seven Areas of Learning
Communication and Language
Personal Social Development
P R I M E A R E A S
Physical Development
Literacy
Mathematics
S P E C I F I C
Understanding the World
A R E A S
Expressive Arts

4. Prime Areas…
All areas of learning are important and inter-connected. The first three areas are called ‘PRIME’ areas and are considered to provide the foundations of all other learning.
These areas are used primarily for the youngest of our children. As they grow and develop there becomes more of a balance between all seven areas.

5. Specific Areas…
The second set of areas provided is referred to as ‘SPECIFIC’ areas and through these, the Prime areas become strengthened and secured.
Each one of the seven areas is sub-divided into ‘aspects’ where the learning is broken down further still.
The areas of learning and development cannot be delivered in isolation and are used to plan and shape the educational programme we deliver to your children following their interests and by establishing next steps.

6. Seven Areas of Learning
Communication and Language
Listening and attention
Understanding
Speaking
Personal Social Development
Making Relationships
Self Confidence
Managing Behaviour
Physical Development
Moving and handling
Self care
Literacy
Reading
Writing
Mathematics
Number
Space, Shape Measure
Understanding the World
People and Communities
The World
Technology
Expressive Arts
Using media
Imagination

7. As well as the seven areas of learning we are required to consider how your child is learning. This is important when planning and supporting their development. In conjunction with their interests activities must be provided that take into account their learning styles
Playing and Exploring
Active Learning
Critically Thinking
Children absorbed in their play. Showing curiosity about new experiences.
Motivated about learning. Able to concentrate and proud of achievements.
Using their own ideas and making links. Thinking and planning what they will do to problem solve.

8. What is Development Matters?
Development Matters Document is widely used for planning, assessing and to track progress through EYFS.
Judgements are formed against age related expectations.
If a child is working in an age band judgements are made to decide at what level, emerging, developing and secure.

9. The next slide shows a section of Development Matters…
All the areas described are used to make ‘best fit’ judgements about children to monitor their learning and progress.
This ensures they are making progress and achieving the required milestones.
It helps to inform our discussions with parents and with other professionals.
The next slide shows a section of Development Matters…

10. Prime Area - Communication and Language
Playing and Exploring, Active Learning, and Creating and Thinking Critically support children’s learning across all areas
Listening & Attention
Understanding
Speaking
22-36 months
• Listens with interest to the noises adults make when they read stories.
 • Recognises and responds to many familiar sounds, e.g.turning to a knock on the door, looking at or going to the door.
 • Shows interest in play with sounds, songs and rhymes.
 • Single channelled attention. Can shift to a different task if attention fully obtained – using child’s name helps focus.
• Identifies action words by pointing to the right picture, e.g., “Who’s jumping?”
 • Understands more complex sentences, e.g. ‘Put your toys away and then we’ll read a book.’
• Understands ‘who’, ‘what’, ‘where’ in simple questions (e.g. Who’s that/can? What’s that? Where is.?).
 • Developing understanding of simple concepts (e.g. big/little)
• Uses language as a powerful means of widening contacts, sharing feelings, experiences and thoughts.
 • Holds a conversation, jumping from topic to topic.
• Learns new words very rapidly and is able to use them in communicating.
 • Uses gestures, sometimes with limited talk, e.g. reaches toward toy, saying ‘I have it’.
 • Uses a variety of questions (e.g. what, where, who).
 • Uses simple sentences (e.g.’ Mummy gonna work.’)
 • Beginning to use word endings (e.g. going, cats).
30-50 months
• Listens to others one to one or in small groups, when conversation interests them.
 • Listens to stories with increasing attention and recall. 
• Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
• Focusing attention – still listen or do, but can shift own attention.
 • Is able to follow directions (if not intently focused on own choice of activity).
• Understands use of objects (e.g. “What do we use to cut things?’)
 • Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture.
 • Responds to simple instructions, e.g. to get or put away an object.
 • Beginning to understand ‘why’ and ‘how’ questions.
• Beginning to use more complex sentences to link thoughts (e.g. using and, because).
 • Can retell a simple past event in correct order (e.g. went down slide, hurt finger).
 • Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences.
 • Questions why things happen and gives explanations. Asks e.g. who, what, when, how.
 • Uses a range of tenses (e.g. play, playing, will play, played).
 Uses intonation, rhythm and phrasing to make the meaning clear to others.
 • Uses vocabulary focused on objects and people that are of particular importance to them.
 • Builds up vocabulary that reflects the breadth of their experiences.
 • Uses talk in pretending that objects stand for something else in play, e.g., ‘This box is my castle.’

11. There are many different things that help shape a child’s development and how fast they progress. Some of these are influenced by home or during their time with in school, as external factors over which we have little control at all. Some of these are shown below:
Mothers Health during conception and pregnancy. Their diet (poor diet lacking in variety or sufficient vitamins and minerals), medical conditions or social habits (smoking, drinking and drug misuse) can impact upon baby. Birth of baby could have an impact on type of delivery and circumstance or timings.
Biological factors once baby arrives such as medical conditions at birth, food allergies or intolerance, disabilities or SEND. Feeding baby (breastfeeding) as well as ensuring a good balanced diet and adequate sleep can all have an impact upon development.
Social and Relationships factors such as positive bonds with parents and families. Cultural backgrounds or religion can have a strong influence. Other things such as family bereavement, parental breakup, new siblings or even re-locating and house moves can have an effect.
Environment Issues
Where a child lives or grows up can influence their development. Children in more deprived areas may miss out on opportunities and experiences other children have. They may not have access to the same toys and books.

12. Most children develop in the same way and follow the same pattern of age related development…. but remember……. that all children develop at different rates and that is normal! It is not a race and we must try not to compare siblings or friends. The milestones are NOT a tick list. The rate children develop at, during the birth to 5 ages is vast and they all deserve the best possible start in life. Research to show that good quality early years child care can have a great impact on helping children to get the best possible start in life.