Understanding Early Learning Goals in the EYFS: A Comprehensive Guide for Early Years Practitioners

Introduction

Early Learning Goals are a crucial component of the Early Years Foundation Stage (EYFS) framework, serving as a professional development resource for early years practitioners. These goals provide a structured approach to assessing child development and supporting holistic growth in the formative years of a child’s education.

When implemented effectively, Early Learning Goals boost child development significantly. For example, a 2021 study by the Education Endowment Foundation found that children in high-quality EYFS settings made three months’ additional progress in literacy and mathematics compared to their peers (Education Endowment Foundation, 2021).

However, misuse or misunderstanding of these goals can hinder a child’s natural development pace and creativity. A 2019 Ofsted report highlighted concerns about some settings becoming overly focused on assessment data, leading to a ‘tick-box’ approach that failed to consider children’s individual needs and contexts (Ofsted, 2019).

As an early years practitioner, your understanding and application of these goals can make all the difference in a child’s early learning journey. This article aims to equip you with practical knowledge and strategies to implement Early Learning Goals effectively in your setting.

The Structure of Early Learning Goals

The EYFS framework encompasses 17 Early Learning Goals, which are grouped into seven key areas of learning. These goals offer a comprehensive framework for evaluating a child’s progress and readiness for the transition to Year 1. Early years professionals use these goals to inform their curriculum planning and create engaging, developmentally appropriate learning experiences.

Assessment and Implementation

Early Learning Goals are formally assessed at the end of the reception year, providing valuable insights into each child’s development. However, their impact extends far beyond a single assessment point. Practitioners use these goals throughout the early years to guide their observations, shape their teaching strategies, and create enabling environments that foster children’s growth across all areas of learning.

Holistic Development and Individualised Support

One of the strengths of the Early Learning Goals is their focus on supporting holistic child development. They recognise that children’s learning is interconnected, with progress in one area often supporting development in others. This approach allows practitioners to adapt their strategies to meet the unique needs of each child, including those with special educational needs.

What You’ll Find in This Article

In the main body of this article, readers will discover:

• Detailed explanations of each of the 17 Early Learning Goals and their significance
• Practical strategies for implementing Early Learning Goals in daily practice
• Guidance on creating enabling environments that support children’s progress
• Advice on working effectively with parents and carers to reinforce learning
• Tips for addressing common challenges in implementing Early Learning Goals
• Insights into using Early Learning Goals to support transitions to Year 1

This comprehensive guide aims to enhance early years practitioners’ understanding and application of Early Learning Goals, ultimately leading to improved outcomes for the children in their care.

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The Early Years Foundation Stage (EYFS) Framework

What is the EYFS?

The Early Years Foundation Stage is a statutory framework for early childhood education and care in England. It sets standards for learning, development, and care of children from birth to five years old. The EYFS is mandatory for all early years providers, including nurseries, childminders, and reception classes in schools (Department for Education [DfE], 2023).

Key Principles of the EYFS

The EYFS is built on four guiding principles:

• Unique Child: Every child is unique, constantly learning, and resilient.
• Positive Relationships: Children learn to be strong and independent through positive relationships.
• Enabling Environments: Children learn and develop well in environments that respond to their individual needs.
• Learning and Development: Children develop and learn in different ways and at different rates.

These principles shape how early years professionals approach their work with young children.

The Role of Play in EYFS

Play is central to early learning. The EYFS emphasises the importance of both child-initiated and adult-led play-based activities. Research shows that play-based learning supports cognitive, social, and emotional development (DfE, 2023).

Practical tip: Balance your day with a mix of free play and structured activities. Observe children during free play to inform your planning for adult-led activities.

Seven Areas of Learning and Development

The EYFS framework outlines seven areas of learning and development:

Prime Areas:

• Communication and Language
• Physical Development
• Personal, Social and Emotional Development

Specific Areas:

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

These areas form the foundation for the Early Learning Goals, which we’ll explore in depth later.

Read more about the 7 Areas of Learning in the EYFS in our Comprehensive Guide here.

EYFS Profile and Assessment

The EYFS Profile is a summative assessment completed in the final term of reception year. It provides a well-rounded picture of a child’s knowledge, understanding, and abilities. Teachers should use their professional judgement to make these assessments, based on their knowledge of what the child knows, understands, and can do (DfE, 2023).

Practical tip: Use regular observations to track children’s progress across all seven areas of learning. Avoid unnecessary evidence gathering to focus on interacting with children and supporting their learning.

Recent Updates to the EYFS

The EYFS framework was revised in 2021, with further updates in October 2023 for implementation from January 2024. Key points include:

• Emphasis on teachers using their professional judgement for assessments
• Clarification that the EYFS Profile is not an accountability measure for schools
• Reinforcement that written or photographic evidence is not required for EYFS Profile assessments
• Guidance on supporting children with special educational needs and disabilities (SEND)

These updates aim to reduce workload and allow teachers to spend more time interacting directly with children (DfE, 2023).

How the EYFS Supports Early Learning Goals

The EYFS framework and Early Learning Goals work hand in hand. The framework provides the structure and approach, while the Early Learning Goals define the specific expectations for children’s development by the end of the reception year.

Understanding this context is crucial as we delve deeper into Early Learning Goals. These goals provide clear, measurable outcomes that stem directly from the seven areas of learning outlined in the EYFS.

In the following sections, we’ll explore each Early Learning Goal in detail, providing practical strategies for implementation in your setting.

Early Learning Goals: An Overview

Definition and Purpose of Early Learning Goals

Early Learning Goals are the standards that define the knowledge, skills, and understanding children should achieve by the end of the reception year. They form a crucial part of the Early Years Foundation Stage framework, providing a clear benchmark for children’s development. Early Learning Goals support a smooth transition to Year 1 by giving teachers a comprehensive picture of each child’s abilities (Department for Education [DfE], 2023).

Key Characteristics of Early Learning Goals

Early Learning Goals offer a summative assessment of children’s development. They focus on holistic evaluation, considering the child’s overall progress rather than isolated skills. Professional judgement plays a central role in assessing Early Learning Goals. Teachers use their knowledge of each child to make informed decisions about their development (DfE, 2023).

The 17 Early Learning Goals Within the Early Years Foundation Stage Framework

The Early Years Foundation Stage framework outlines 17 Early Learning Goals across seven areas of learning:

Communication and Language:

• Listening, Attention and Understanding
• Speaking

Personal, Social and Emotional Development:

• Self-Regulation
• Managing Self
• Building Relationships

Physical Development:

• Gross Motor Skills
• Fine Motor Skills

Literacy:

• Comprehension
• Word Reading
• Writing

Mathematics:

• Number
• Numerical Patterns

Understanding the World:

• Past and Present
• People, Culture and Communities
• The Natural World

Expressive Arts and Design:

• Creating with Materials
• Being Imaginative and Expressive

Assessment of Early Learning Goals

When assessing Early Learning Goals, teachers categorise children’s development as either ’emerging’ or ‘expected’. The ‘expected’ level indicates a child is meeting the goal’s criteria, while ’emerging’ suggests they are still working towards it.

Teachers use a best-fit approach, considering the entire Early Learning Goal description rather than ticking off individual points. The latest guidance emphasises that written or photographic evidence is not required for Early Learning Goals assessment (DfE, 2023).

Practical tip: Focus on interacting with children and observing their daily activities. This approach provides a more authentic assessment than collecting staged evidence.

Using Early Learning Goals Effectively

Early Learning Goals serve as a tool for identifying children’s developmental stages. They inform Year 1 planning by providing a clear picture of each child’s strengths and areas for development. For children with special educational needs and disabilities, Early Learning Goals help in tailoring support to individual needs.

Practical tip: Use Early Learning Goals assessments to create targeted transition plans for each child moving to Year 1.

Common Misconceptions About Early Learning Goals

It’s crucial to understand what Early Learning Goals are not:

• Early Learning Goals are not a curriculum. They define end-of-year expectations, not daily teaching content.
• Early Learning Goals are not for ongoing assessment. They provide a summative overview at the end of the reception year.
• Early Learning Goals are not an accountability measure for schools. Ofsted does not use them during inspections (DfE, 2023).

Coming Next…

In the following sections, we’ll delve into each Early Learning Goal, providing practical strategies for implementation. As you read, consider how each goal relates to your daily practice and the children in your care.

Remember, Early Learning Goals are a tool to support children’s development, not a checklist to be rigidly followed. Your professional judgement and understanding of each child’s unique journey remain paramount.

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Detailed Exploration of Early Learning Goals

Introduction

Early Learning Goals form the backbone of assessment in the Early Years Foundation Stage. They provide a clear framework for understanding children’s development and readiness for Year 1. This section delves into each of the 17 Early Learning Goals, offering practical insights and strategies for early years professionals.

Each Early Learning Goal exploration includes:

• A full description of the goal
• Key skills and knowledge children need to develop
• Practical activities and strategies for implementation
• Guidance on observation and assessment
• Tips for supporting all children, including those with special needs
• Common challenges and solutions
• Links to other areas of learning

This structure ensures a comprehensive understanding of each goal. It supports early years professionals in their daily practice, helping them nurture children’s development effectively.

The purpose of this detailed exploration is threefold:

1. To deepen understanding of each Early Learning Goal
2. To provide practical, actionable strategies for implementation
3. To support confident, informed assessment of children’s development

Remember, Early Learning Goals are not a curriculum but end-of-year expectations (Department for Education, 2023). They guide your practice and help you support each child’s unique developmental journey.

As you explore each goal, consider how it applies to your setting and the children in your care. Your professional judgement remains crucial in interpreting and implementing these goals effectively.

This exploration aims to empower you with knowledge and strategies. It will help you create rich, engaging learning environments that support children in meeting their Early Learning Goals.

Communication and Language Goals: Listening, Attention and Understanding

Description of the Goal

Children at the expected level of development will:

• Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions;
• Make comments about what they have heard and ask questions to clarify their understanding;
• Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

(Department for Education [DfE], 2023)

Key Skills and Knowledge

Children developing this Early Learning Goal demonstrate:

• Active listening: They engage with stories, discussions, and conversations.
• Responsive communication: They ask relevant questions and make pertinent comments.
• Understanding: They seek clarification when needed.
• Conversational skills: They participate in two-way dialogues with adults and peers.

These skills form the foundation for effective communication and learning across all areas.

Practical Activities and Strategies

Story time with questions:

• Read stories daily, pausing to ask open-ended questions.
• Encourage children to predict what might happen next.

‘Hot seat’ game:

• One child sits in the ‘hot seat’ and answers questions from peers about a topic or story.

Show and tell sessions:

• Children bring in objects from home and describe them to the class.

Listening walks:

• Take children on walks around the setting or outside, encouraging them to listen and describe what they hear.

Conversation station:

• Create a dedicated space for small group conversations about various topics.

Remember: Integrate these activities into daily routines to provide consistent opportunities for developing listening and communication skills.

Observation and Assessment

Look for children who:

• Respond appropriately to instructions or questions.
• Ask relevant questions about stories or topics discussed.
• Engage in conversations, taking turns to speak and listen.
• Show understanding by making relevant comments or actions.

Expected level indicators include:

• Consistently demonstrating active listening during group activities.
• Initiating conversations and maintaining them through relevant contributions.
• Asking questions that show curiosity and a desire to understand more deeply.

Children ’emerging’ in this area might:

• Struggle to maintain attention during group activities.
• Have difficulty formulating questions or relevant comments.
• Engage in parallel play rather than interactive conversations with peers.

Supporting All Children

For children with special educational needs and disabilities:

• Use visual aids to support understanding and communication.
• Provide additional processing time for responses.
• Consider using sign language or picture exchange communication systems if appropriate.

For children with English as an additional language:

• Encourage use of their home language alongside English.
• Use gestures and visual cues to support understanding.
• Pair them with supportive peers for language practice.

To challenge advanced learners:

• Introduce more complex vocabulary during discussions.
• Encourage them to lead group conversations or story retellings.

Common Challenges and Solutions

Challenge: Short attention spans
Solution: Break activities into shorter segments and use movement breaks between listening tasks.

Challenge: Reluctance to speak in groups
Solution: Start with pair work and gradually increase group size. Use puppets or role-play to build confidence.

Challenge: Difficulty formulating questions
Solution: Model question-asking and provide question stems for support.

Links to Other Areas of Learning

This Early Learning Goal connects closely with:

• Personal, Social and Emotional Development: Turn-taking in conversations supports relationship building.
• Literacy: Active listening skills aid comprehension of stories and texts.
• Understanding the World: Curiosity and question-asking support exploration of the environment.

Key Points to Remember

• Listening, attention, and understanding form the bedrock of effective learning.
• Provide diverse opportunities for children to practice these skills throughout the day.
• Use your professional judgement to assess children’s progress, considering their overall communication abilities rather than isolated instances.
• Remember, the goal is to support children’s development, not to create pressure or anxiety around communication.

Communication and Language Goals: Speaking

Description of the Goal

Children at the expected level of development will:

• Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary;
• Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate;
• Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

(Department for Education [DfE], 2023)

Key Skills and Knowledge

Children developing this Early Learning Goal demonstrate:

• Active participation: They engage in discussions across various group sizes.
• Vocabulary use: They incorporate new words into their speech.
• Explanatory skills: They offer reasons and explanations for events or phenomena.
• Expressive communication: They articulate ideas and feelings about their experiences.
• Grammatical awareness: They use different tenses and conjunctions in full sentences.

These skills support children’s ability to express themselves clearly and confidently.

Practical Activities and Strategies

Word of the day:

• Introduce a new word daily and encourage its use throughout the day.
• Create a visual display of new words for reference.

Story retelling:

• After reading a story, ask children to retell it using their own words and new vocabulary.

‘What if’ scenarios:

• Present hypothetical situations and ask children to explain what might happen and why.

Emotion talk:

• Use pictures or scenarios to discuss different emotions, encouraging children to express their feelings in full sentences.

Tense tennis:

• Play a game where children change a sentence from present to past or future tense.

Remember: Model correct use of language, tenses, and conjunctions in your own speech throughout the day.

Observation and Assessment

Look for children who:

• Contribute ideas confidently in different group settings.
• Use new vocabulary appropriately in context.
• Offer logical explanations for events or actions.
• Express thoughts and feelings clearly using full sentences.
• Demonstrate correct use of past, present, and future tenses.

Expected level indicators include:

• Consistently participating in discussions with relevant contributions.
• Regularly incorporating new vocabulary into speech.
• Using conjunctions to link ideas in explanations.

Children ’emerging’ in this area might:

• Be reluctant to speak in group settings.
• Struggle to use new vocabulary independently.
• Use simple or incomplete sentences to express ideas.

Supporting All Children

For children with special educational needs and disabilities:

• Use visual supports like picture cards to aid vocabulary development.
• Provide extra time for processing and formulating responses.
• Consider using alternative communication methods if appropriate, such as sign language or communication boards.

For children with English as an additional language:

• Value and acknowledge their home language.
• Use bilingual resources to support vocabulary development.
• Pair them with supportive peers for language practice.

To challenge advanced learners:

• Introduce more complex vocabulary and sentence structures.
• Encourage them to create and tell original stories.

Common Challenges and Solutions

Challenge: Limited vocabulary
Solution: Create a language-rich environment with labelled displays, word walls, and frequent reading of varied texts.

Challenge: Difficulty constructing full sentences
Solution: Use sentence starters and model sentence construction. Play games that involve completing sentences.

Challenge: Reluctance to speak in groups
Solution: Start with pair discussions and gradually increase group size. Use puppets or role-play to build confidence.

Links to Other Areas of Learning

This Early Learning Goal connects closely with:

• Literacy: Speaking skills support phonological awareness and early reading.
• Personal, Social and Emotional Development: Expressing feelings verbally aids emotional regulation.
• Understanding the World: Explanatory skills support scientific thinking and reasoning.

Key Points to Remember

• Speaking skills develop through practice and exposure to rich language environments.
• Provide diverse opportunities for children to practice speaking throughout the day.
• Use your professional judgement to assess children’s progress, considering their overall communication abilities rather than isolated instances.
• Remember, the goal is to support children’s development of confident and clear self-expression, not to create pressure or anxiety around speaking.

Personal, Social and Emotional Development Goals: Self-Regulation

Description of the Goal

Children at the expected level of development will:

• Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly;
• Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate;
• Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

(Department for Education [DfE], 2023)

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Key Skills and Knowledge

Children developing this Early Learning Goal demonstrate:

• Emotional awareness: They recognise and understand various emotions in themselves and others.
• Behavioural control: They manage their actions and reactions in different situations.
• Goal-setting: They set simple objectives and work towards achieving them.
• Impulse control: They show ability to delay gratification when necessary.
• Focused attention: They listen to and follow multi-step instructions, even during other activities.

These skills form the foundation for effective learning, social interactions, and future academic success.

Practical Activities and Strategies

Emotion charts:

• Create a visual display of different emotions.
• Encourage children to identify and discuss their feelings throughout the day.

Calm-down corner:

• Designate a quiet space with calming resources (e.g., soft toys, books, stress balls).
• Teach children to use this space when they need to regulate their emotions.

Goal-setting board:

• Help children set simple, achievable goals (e.g., learning to zip their coat).
• Celebrate progress and achievements.

Waiting games:

• Play games that require turn-taking and waiting (e.g., board games, ring games).
• Gradually increase waiting times as children’s skills improve.

Simon Says with multiple steps:

• Play Simon Says with increasingly complex instructions to practice focused attention and multi-step direction following.

Remember: Model self-regulation strategies yourself and narrate your own emotional responses to situations.

Observation and Assessment

Look for children who:

• Identify and articulate their own feelings and those of others.
• Use strategies to calm themselves when upset or excited.
• Persist with tasks even when challenged.
• Wait their turn in games and activities without becoming distressed.
• Follow complex instructions accurately.

Expected level indicators include:

• Consistently managing their emotional responses in various situations.
• Setting and working towards simple personal goals.
• Maintaining focus during teacher-led activities and following multi-step instructions.

Children ’emerging’ in this area might:

• Struggle to identify or manage their emotions.
• Give up easily when faced with challenges.
• Have difficulty waiting their turn or delaying gratification.
• Become easily distracted during activities or when following instructions.

Supporting All Children

For children with special educational needs and disabilities:

• Use visual supports like emotion cards or social stories.
• Break down goals and instructions into smaller, manageable steps.
• Provide additional sensory resources for self-regulation (e.g., fidget toys, weighted blankets).

For children with English as an additional language:

• Use gestures and visual cues alongside verbal instructions.
• Encourage expression of emotions in their home language as well as English.

To challenge advanced learners:

• Introduce more complex emotion vocabulary (e.g., frustrated, anxious).
• Encourage them to help peers with goal-setting or emotion regulation.

Common Challenges and Solutions

Challenge: Difficulty managing strong emotions
Solution: Teach and practice specific calming techniques (e.g., deep breathing, counting to ten).

Challenge: Struggling to maintain focus
Solution: Use timers for activities and gradually increase duration. Incorporate movement breaks between focused tasks.

Challenge: Impulsive behaviour
Solution: Implement a ‘stop and think’ strategy before actions. Use visual reminders of behavioural expectations.

Links to Other Areas of Learning

This Early Learning Goal connects closely with:

• Communication and Language: Expressing emotions verbally supports self-regulation.
• Physical Development: Physical activities can aid in emotional regulation and impulse control.
• Mathematics: Goal-setting and following multi-step instructions support early numeracy skills.

Key Points to Remember

• Self-regulation is a crucial skill that underpins all areas of learning and development.
• Provide consistent support and modelling of self-regulation strategies throughout the day.
• Use your professional judgement to assess children’s progress, considering their overall ability to manage emotions, set goals, and maintain focus.
• Remember, developing self-regulation is a journey. Celebrate small steps and improvements along the way.

For our in-depth article on Self-Regulation in the Early Years click here.

Personal, Social and Emotional Development Goals: Managing Self

Description of the Goal

Children at the expected level of development will:

• Be confident to try new activities and show independence, resilience and perseverance in the face of challenge;
• Explain the reasons for rules, know right from wrong and try to behave accordingly;
• Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.

(Department for Education [DfE], 2023)

Key Skills and Knowledge

Children developing this Early Learning Goal demonstrate:

• Confidence and independence: They approach new activities with enthusiasm and self-assurance.
• Resilience: They persist in the face of challenges and setbacks.
• Understanding of rules: They comprehend and explain why rules exist and try to follow them.
• Moral awareness: They distinguish between right and wrong actions.
• Self-care: They manage personal hygiene tasks independently.
• Health awareness: They understand the importance of healthy eating.

These skills foster children’s autonomy and lay the groundwork for responsible decision-making.

Practical Activities and Strategies

Challenge of the week:

• Introduce a new, slightly challenging activity each week.
• Encourage children to attempt it and persevere.

Rule-making discussions:

• Involve children in creating classroom rules.
• Discuss why each rule is important and its consequences.

Self-care stations:

• Set up areas for practising dressing skills (with various fastenings).
• Create a hand-washing station with visual reminders of steps.

Healthy eating project:

• Plant and grow vegetables in the setting.
• Involve children in preparing simple, healthy snacks.

Responsibility roles:

• Assign classroom jobs (e.g., plant watering, tidying up) to foster independence.

Remember: Praise effort and perseverance rather than just success to build resilience.

Observation and Assessment

Look for children who:

• Willingly try new activities and persist when faced with difficulties.
• Follow and explain classroom rules without constant reminders.
• Manage toileting, hand washing, and dressing independently.
• Make healthy food choices and explain their decisions.

Expected level indicators include:

• Consistently demonstrating independence in self-care routines.
• Showing resilience when faced with challenges in learning or play.
• Understanding and following rules, with the ability to explain their importance.

Children ’emerging’ in this area might:

• Avoid new or challenging activities.
• Struggle to follow rules without frequent reminders.
• Require significant adult support for self-care tasks.
• Show little awareness of healthy food choices.

Supporting All Children

For children with special educational needs and disabilities:

• Break down self-care tasks into smaller steps with visual guides.
• Provide adaptive equipment for dressing and toileting if needed.
• Use social stories to explain rules and routines.

For children with English as an additional language:

• Use visual cues and demonstrations for self-care routines.
• Ensure rules are communicated in their home language as well as English.

To challenge advanced learners:

• Encourage them to create illustrated guides for classroom rules or self-care routines.
• Involve them in planning healthy meals for the setting.

Common Challenges and Solutions

Challenge: Reluctance to try new activities
Solution: Start with small, achievable challenges. Celebrate every attempt, not just successes.

Challenge: Difficulty following rules
Solution: Use visual reminders of rules. Role-play scenarios to practice following rules.

Challenge: Struggles with independence in self-care
Solution: Practice self-care skills regularly. Use peer modeling and gradual reduction of adult support.

Links to Other Areas of Learning

This Early Learning Goal connects closely with:

• Physical Development: Self-care skills support fine motor development.
• Understanding the World: Learning about healthy food choices links to understanding of the body.
• Mathematics: Following multi-step self-care routines supports sequencing skills.

Key Points to Remember

• Independence and self-management skills are crucial for children’s overall development and future learning.
• Provide consistent opportunities for children to practice self-care and decision-making throughout the day.
• Use your professional judgement to assess children’s progress, considering their overall ability to manage themselves in various situations.
• Remember, developing independence is a gradual process. Celebrate small steps and provide support where needed.

Personal, Social and Emotional Development Goals: Building Relationships

Description of the Goal

Children at the expected level of development will:

• Work and play cooperatively and take turns with others;
• Form positive attachments to adults and friendships with peers;
• Show sensitivity to their own and to others’ needs.

(Department for Education [DfE], 2023)

Key Skills and Knowledge

Children developing this Early Learning Goal demonstrate:

• Cooperation: They work together with others towards shared goals.
• Turn-taking: They understand and practice waiting for their turn in various situations.
• Positive relationships: They form secure attachments with adults and meaningful friendships with peers.
• Empathy: They recognise and respond to the needs and feelings of others.
• Self-awareness: They understand their own needs and can express them appropriately.

These skills form the foundation for positive social interactions and emotional well-being.

Practical Activities and Strategies

Cooperative games:

• Introduce games that require teamwork (e.g., parachute games, building block towers together).
• Discuss strategies for working together effectively.

Friendship circle:

• Regularly gather children to share compliments or kind actions they’ve observed in their peers.
• Encourage discussion about what makes a good friend.

Emotion detectives:

• Use pictures or role-play scenarios to practice identifying others’ emotions.
• Discuss how to respond kindly to different emotions.

Turn-taking stations:

• Set up activities that require turn-taking (e.g., a popular toy, a computer game).
• Use visual aids like a sand timer to manage turns.

Buddy system:

• Pair children for certain activities to encourage new friendships.
• Rotate pairs regularly to promote wide social connections.

Remember: Model positive relationships and empathy in your interactions with children and colleagues.

Observation and Assessment

Look for children who:

• Engage in cooperative play without constant adult supervision.
• Wait patiently for their turn in games and activities.
• Seek out particular friends and maintain those friendships.
• Show concern when others are upset and offer comfort.
• Express their own needs clearly and consider the needs of others.

Expected level indicators include:

• Consistently working and playing cooperatively with peers.
• Forming and maintaining positive relationships with adults and children.
• Demonstrating sensitivity to others’ feelings and needs in various situations.

Children ’emerging’ in this area might:

• Prefer solitary play or struggle to cooperate in group activities.
• Have difficulty waiting for their turn or sharing resources.
• Struggle to form or maintain friendships.
• Show limited awareness of others’ feelings or needs.

Supporting All Children

For children with special educational needs and disabilities:

• Use social stories to explain social situations and expectations.
• Provide structured opportunities for social interaction with supportive peers.
• Consider using a buddy system to support social integration.

For children with English as an additional language:

• Use visual aids to support understanding of social concepts.
• Celebrate cultural differences and encourage sharing of home cultures.

To challenge advanced learners:

• Encourage them to take leadership roles in cooperative activities.
• Discuss more complex social scenarios and problem-solving strategies.

Common Challenges and Solutions

Challenge: Difficulty sharing or taking turns
Solution: Use visual timers and clear verbal cues for turn-taking. Praise children when they share or wait patiently.

Challenge: Struggles to form friendships
Solution: Facilitate small group activities based on shared interests. Teach and model friendship skills explicitly.

Challenge: Limited empathy or sensitivity to others
Solution: Use stories and role-play to explore different perspectives. Encourage children to talk about their own and others’ feelings regularly.

Links to Other Areas of Learning

This Early Learning Goal connects closely with:

• Communication and Language: Effective communication supports relationship building.
• Physical Development: Cooperative games support gross motor skills and turn-taking.
• Expressive Arts and Design: Collaborative creative projects foster cooperation and shared experiences.

Key Points to Remember

• Positive relationships and social skills form the foundation for children’s overall well-being and future social success.
• Provide consistent opportunities for children to interact, cooperate, and build relationships throughout the day.
• Use your professional judgement to assess children’s progress, considering their overall ability to form relationships and show sensitivity to others.
• Remember, social skills develop gradually. Celebrate small steps and provide supportive guidance where needed.

Physical Development Goals: Gross Motor Skills

Description of the Goal

Children at the expected level of development will:

• Negotiate space and obstacles safely, with consideration for themselves and others;
• Demonstrate strength, balance and coordination when playing;
• Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.

(Department for Education [DfE], 2023)

Key Skills and Knowledge

Children developing this Early Learning Goal demonstrate:

• Spatial awareness: They navigate their environment safely, avoiding collisions.
• Physical strength: They show muscular strength in various activities.
• Balance: They maintain equilibrium in different positions and movements.
• Coordination: They control their body movements effectively.
• Energetic movement: They engage in vigorous physical activities with enthusiasm.

These skills support children’s overall physical development and lay the foundation for active, healthy lifestyles.

Practical Activities and Strategies

Obstacle courses:

• Create indoor or outdoor courses with various challenges (e.g., crawling under tables, stepping over blocks).
• Encourage children to design their own courses.

Dance sessions:

• Incorporate regular dance activities with different music styles.
• Use action songs that involve whole-body movements.

Balancing challenges:

• Provide balance beams, stepping stones, or chalk lines for walking.
• Introduce yoga-inspired poses for children to try.

Active storytelling:

• Tell stories that involve physical actions for children to act out.
• Use props to encourage diverse movements.

Outdoor exploration:

• Utilise outdoor spaces for running, climbing, and jumping activities.
• Introduce games like ‘Follow the Leader’ to practice various movements.

Remember: Ensure activities are inclusive and can be adapted for children of different abilities.

Observation and Assessment

Look for children who:

• Move confidently in spaces, adjusting speed and direction to avoid obstacles.
• Show strength in activities like climbing or carrying objects.
• Maintain balance when standing on one foot or walking on uneven surfaces.
• Coordinate their movements effectively in activities like catching or kicking a ball.
• Engage enthusiastically in energetic play, showing stamina and enjoyment.

Expected level indicators include:

• Consistently demonstrating safe navigation of space, even in busy or complex environments.
• Showing good balance and coordination in various physical activities.
• Engaging confidently in a range of energetic movements.

Children ’emerging’ in this area might:

• Bump into objects or others frequently when moving around.
• Show hesitation or lack of confidence in physical activities.
• Tire quickly during energetic play or avoid such activities.

Supporting All Children

For children with special educational needs and disabilities:

• Adapt activities to suit individual needs (e.g., seated dance movements).
• Use visual cues or tactile markers to support spatial awareness.
• Provide additional support or equipment as needed for balance and movement.

For children with English as an additional language:

• Use visual demonstrations alongside verbal instructions.
• Incorporate movement games from different cultures.

To challenge advanced learners:

• Introduce more complex sequences of movements.
• Encourage them to create and teach movement games to peers.

Common Challenges and Solutions

Challenge: Fear of physical activities or lack of confidence
Solution: Start with simple, achievable tasks. Gradually increase difficulty as confidence grows.

Challenge: Poor spatial awareness
Solution: Play games that develop spatial skills, like ‘Simon Says’ with positional language.

Challenge: Limited strength or stamina
Solution: Incorporate short bursts of energetic play throughout the day. Gradually increase duration.

Links to Other Areas of Learning

This Early Learning Goal connects closely with:

• Personal, Social and Emotional Development: Physical activities can boost confidence and social skills.
• Mathematics: Spatial awareness supports early geometry concepts.
• Expressive Arts and Design: Movement and dance link to creative expression.

Key Points to Remember

• Gross motor skills form the foundation for many aspects of learning and daily life.
• Provide varied, regular opportunities for physical activity throughout the day.
• Use your professional judgement to assess children’s progress, considering their overall physical capabilities and confidence.
• Remember, physical development occurs at different rates. Celebrate individual progress and provide supportive encouragement.

Physical Development Goals: Fine Motor Skills

Description of the Goal

Children at the expected level of development will:

• Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases;
• Use a range of small tools, including scissors, paint brushes and cutlery;
• Begin to show accuracy and care when drawing.

(Department for Education [DfE], 2023)

Key Skills and Knowledge

Children developing this Early Learning Goal demonstrate:

• Pencil control: They hold and manipulate a pencil using the tripod grip.
• Tool use: They handle various small tools with increasing dexterity.
• Hand-eye coordination: They coordinate hand movements with visual input.
• Precision: They show growing accuracy in fine motor tasks.
• Care and attention: They demonstrate thoughtfulness in their drawing and other fine motor activities.

These skills support children’s emerging writing abilities and independence in daily tasks.

Practical Activities and Strategies

Finger gym:

• Set up a dedicated area with activities like threading, pegboards, and playdough.
• Rotate activities regularly to maintain interest and target different skills.

Art exploration:

• Offer various drawing and painting tools (e.g., thin brushes, chalks, crayons).
• Encourage detailed drawings and discuss the care taken.

Scissor skills station:

• Provide opportunities for cutting different materials (paper, card, straws).
• Start with straight lines, progressing to curved and zig-zag patterns.

Everyday life skills:

• Incorporate activities like pouring own drinks, using cutlery, or fastening buttons.
• Create a self-serve snack station to practice these skills.

Writing trail:

• Design fun writing paths for children to follow with their pencils.
• Use themes that interest the children (e.g., treasure maps, race tracks).

Remember: Fine motor skills develop through regular practice. Integrate these activities throughout the daily routine.

Observation and Assessment

Look for children who:

• Hold a pencil using the tripod grip and demonstrate control when writing or drawing.
• Use scissors to cut along a line with increasing accuracy.
• Manipulate small objects (e.g., beads, buttons) with ease.
• Show precision in their artwork, staying within lines when colouring.
• Use cutlery effectively during mealtimes.

Expected level indicators include:

• Consistently using the tripod grip when writing or drawing.
• Confidently using a range of small tools for various purposes.
• Demonstrating care and accuracy in fine motor tasks.

Children ’emerging’ in this area might:

• Struggle to hold a pencil effectively or switch between grips frequently.
• Avoid or show frustration with activities requiring fine motor skills.
• Produce drawings with little detail or control.

Supporting All Children

For children with special educational needs and disabilities:

• Offer adapted tools (e.g., chunky pencils, easy-grip scissors).
• Break down fine motor tasks into smaller, manageable steps.
• Consider using assistive technology where appropriate.

For children with English as an additional language:

• Use visual demonstrations alongside verbal instructions.
• Label tools and materials in both English and home languages.

To challenge advanced learners:

• Introduce more intricate activities (e.g., origami, detailed colouring patterns).
• Encourage them to teach peers new fine motor skills.

Common Challenges and Solutions

Challenge: Reluctance to engage in writing or drawing activities
Solution: Make it fun with invisible ink pens, chalk on the playground, or iPad drawing apps.

Challenge: Difficulty with scissor skills
Solution: Start with easier materials like playdough before progressing to paper. Use spring-loaded scissors initially if needed.

Challenge: Inconsistent pencil grip
Solution: Use triangular pencils or pencil grips. Gently correct grip during activities, making it a game.

Links to Other Areas of Learning

This Early Learning Goal connects closely with:

• Literacy: Fine motor skills are crucial for early writing development.
• Expressive Arts and Design: Drawing and using art tools support creative expression.
• Understanding the World: Using tools links to early scientific and technological understanding.

Key Points to Remember

• Fine motor skills are essential for writing, self-care, and many daily activities.
• Provide diverse, regular opportunities for children to practice these skills throughout the day.
• Use your professional judgement to assess children’s progress, considering their overall fine motor capabilities and confidence.
• Remember, fine motor development varies among children. Celebrate individual progress and provide targeted support where needed.

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Literacy Goals: Comprehension

Description of the Goal

Children at the expected level of development will:

• Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary;
• Anticipate – where appropriate – key events in stories;
• Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.

(Department for Education [DfE], 2023)

Key Skills and Knowledge

Children developing this Early Learning Goal demonstrate:

• Story recall: They retell stories they’ve heard, using their own words.
• Vocabulary use: They incorporate new words into their retellings and discussions.
• Prediction: They anticipate what might happen next in a story.
• Comprehension: They understand and discuss various types of texts.
• Application: They use new vocabulary in different contexts, including role-play.

These skills form the foundation for reading comprehension and language development.

Practical Activities and Strategies

Story sack sessions:

• Create bags with props related to specific stories.
• Encourage children to use the props to retell the story in their own words.

Prediction pauses:

• During story time, pause at key moments and ask children what they think might happen next.
• Discuss why they made those predictions.

Word of the day:

• Introduce a new word daily, related to current stories or themes.
• Challenge children to use the word throughout the day in different contexts.

Role-play corners:

• Set up areas based on recent stories or non-fiction topics.
• Provide relevant props and encourage use of new vocabulary during play.

Story mapping:

• After reading a story, create a visual map of key events with the children.
• Use this to support retelling activities.

Remember: Repetition and revisiting stories help reinforce comprehension and vocabulary use.

Observation and Assessment

Look for children who:

• Retell familiar stories, including main events and characters.
• Use newly introduced vocabulary appropriately in discussions and play.
• Make logical predictions about what might happen next in a story.
• Engage in discussions about various types of texts, showing understanding.
• Apply story language and new vocabulary in their role-play.

Expected level indicators include:

• Confidently retelling stories with accuracy and detail.
• Regularly using new vocabulary in appropriate contexts.
• Showing clear understanding of stories and non-fiction texts through discussion and play.

Children ’emerging’ in this area might:

• Struggle to recall key events or details from stories.
• Rarely use new vocabulary in their speech.
• Show limited engagement with or understanding of stories and discussions.

Supporting All Children

For children with special educational needs and disabilities:

• Use visual supports like picture cards or story sequences.
• Offer multisensory story experiences (e.g., tactile books, sound effects).
• Provide extra time for processing and responding to questions.

For children with English as an additional language:

• Use dual-language books where possible.
• Encourage retelling of stories in home languages as well as English.
• Use gestures and visual cues to support understanding of new vocabulary.

To challenge advanced learners:

• Introduce more complex stories and vocabulary.
• Encourage them to create their own stories using new vocabulary.

Common Challenges and Solutions

Challenge: Difficulty remembering new vocabulary
Solution: Create a visual word wall. Revisit and use new words frequently in various contexts.

Challenge: Limited engagement in story discussions
Solution: Use open-ended questions. Connect stories to children’s personal experiences.

Challenge: Struggling with story sequencing
Solution: Use picture cards to represent key events. Practice ordering these as a group activity.

Links to Other Areas of Learning

This Early Learning Goal connects closely with:

• Communication and Language: Comprehension supports overall language development.
• Personal, Social and Emotional Development: Stories can explore emotions and social situations.
• Understanding the World: Non-fiction texts introduce new concepts and information.

Key Points to Remember

• Comprehension skills underpin all areas of learning and future academic success.
• Provide rich, varied literary experiences throughout the day.
• Use your professional judgement to assess children’s progress, considering their overall understanding and use of language.
• Remember, comprehension develops at different rates. Celebrate individual progress and provide targeted support where needed.

Literacy Goals: Word Reading

Description of the Goal

Children at the expected level of development will:

• Say a sound for each letter in the alphabet and at least 10 digraphs;
• Read words consistent with their phonic knowledge by sound-blending;
• Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.

(Department for Education [DfE], 2023)

Key Skills and Knowledge

Children developing this Early Learning Goal demonstrate:

• Letter-sound correspondence: They associate sounds with individual letters and digraphs.
• Phonics application: They use their phonic knowledge to decode words.
• Blending: They combine individual sounds to read whole words.
• Fluency: They read simple sentences and books aloud.
• Sight word recognition: They recognise some common exception words.

These skills form the foundation for independent reading and future literacy development.

Practical Activities and Strategies

Alphabet sound games:

• Play games matching letters to objects beginning with that sound.
• Create an alphabet sound wall with pictures and words.

Digraph detectives:

• Hunt for digraphs in books or around the classroom.
• Make digraph flashcards for quick recognition practice.

Blending races:

• Use magnetic letters or letter cards to make words for children to blend.
• Gradually increase word complexity as skills improve.

Reading buddies:

• Pair children to read simple books together.
• Encourage peer support and discussion about the text.

Exception word spotlight:

• Highlight common exception words in shared reading.
• Create a ‘tricky word wall’ and refer to it regularly.

Remember: Consistent, daily phonics practice is key to developing strong word reading skills.

Observation and Assessment

Look for children who:

• Accurately produce sounds for individual letters and digraphs.
• Use sound-blending to read unfamiliar words.
• Read simple texts aloud with growing confidence.
• Recognise common exception words in context.
• Show enjoyment and engagement in reading activities.

Expected level indicators include:

• Confidently identifying sounds for all letters and at least 10 digraphs.
• Consistently applying phonic knowledge to read words and simple sentences.
• Reading age-appropriate books aloud, including some common exception words.

Children ’emerging’ in this area might:

• Struggle to recall letter sounds consistently.
• Have difficulty blending sounds to read words.
• Show reluctance or frustration when asked to read aloud.

Supporting All Children

For children with special educational needs and disabilities:

• Use multisensory approaches (e.g., sand writing, playdough letters).
• Break down tasks into smaller steps.
• Consider using assistive technology or specialised reading programmes.

For children with English as an additional language:

• Link new sounds to familiar sounds in their home language where possible.
• Use plenty of visual supports alongside phonics teaching.
• Celebrate progress in both English and home language reading skills.

To challenge advanced learners:

• Introduce more complex digraphs and trigraphs.
• Provide opportunities to read more challenging texts.
• Encourage them to create their own simple books to read to peers.

Common Challenges and Solutions

Challenge: Confusion between similar-looking letters (e.g., b/d, p/q)
Solution: Use mnemonics or hand gestures to distinguish between letters. Practice letter formation regularly.

Challenge: Difficulty blending sounds
Solution: Start with blending two sounds, then gradually increase. Use physical actions to represent blending.

Challenge: Limited recognition of common exception words
Solution: Create fun games or songs to practice these words. Highlight them frequently in shared reading.

Links to Other Areas of Learning

This Early Learning Goal connects closely with:

• Communication and Language: Word reading supports overall language development.
• Understanding the World: Reading enables access to information across all areas of learning.
• Expressive Arts and Design: Phonics can be reinforced through songs and rhymes.

Key Points to Remember

• Word reading skills provide the foundation for all future reading and learning.
• Ensure daily, systematic phonics teaching alongside rich reading experiences.
• Use your professional judgement to assess children’s progress, considering their overall confidence and enjoyment in reading.
• Remember, reading development varies among children. Celebrate individual progress and provide targeted support where needed.

Literacy Goals: Writing

Description of the Goal

Children at the expected level of development will:

• Write recognisable letters, most of which are correctly formed;
• Spell words by identifying sounds in them and representing the sounds with a letter or letters;
• Write simple phrases and sentences that can be read by others.

(Department for Education [DfE], 2023)

Key Skills and Knowledge

Children developing this Early Learning Goal demonstrate:

• Letter formation: They write recognisable letters with increasing accuracy.
• Phonetic spelling: They use their phonic knowledge to spell words.
• Sentence construction: They compose and write simple sentences.
• Communication through writing: They produce writing that others can read.
• Fine motor control: They manipulate writing tools effectively.

These skills lay the foundation for written communication and future academic success.

Practical Activities and Strategies

Letter formation stations:

• Set up areas with various writing tools and surfaces (e.g., sand trays, whiteboards, large paper).
• Display correct letter formation guides for reference.

Sound boxes:

• Use segmented boxes for children to write each sound in a word.
• Start with three-sound words and progress to more complex ones.

Collaborative story writing:

• Create group stories, with each child contributing a sentence.
• Scribe for children who are still developing writing skills.

Writing for purpose:

• Incorporate writing into role play areas (e.g., shopping lists, menus, prescriptions).
• Encourage children to ‘write’ cards or letters to friends and family.

Phonics word building:

• Use magnetic letters or letter cards to build words, then write them.
• Challenge children to write rhyming words or words from the same word family.

Remember: Celebrate all writing attempts, focusing on content and effort rather than perfect spelling or formation.

Observation and Assessment

Look for children who:

• Form most letters correctly and recognisably.
• Use their phonic knowledge to attempt spelling words.
• Write simple phrases or sentences independently.
• Show pride in their writing and willingness to share it with others.
• Demonstrate increasing control and confidence with writing tools.

Expected level indicators include:

• Consistently forming recognisable letters, most of which are correctly formed.
• Spelling simple words phonetically with growing accuracy.
• Writing phrases and sentences that can be read by others.

Children ’emerging’ in this area might:

• Struggle with correct letter formation.
• Show reluctance to attempt independent writing.
• Have difficulty linking sounds to letters when spelling.

Supporting All Children

For children with special educational needs and disabilities:

• Offer alternative writing tools (e.g., thick pencils, pencil grips, keyboards).
• Use multisensory approaches to letter formation (e.g., sky writing, playdough letters).
• Break down writing tasks into smaller, manageable steps.

For children with English as an additional language:

• Value writing in home languages alongside English.
• Use visual prompts and word banks to support writing.
• Encourage bilingual labelling in the environment.

To challenge advanced learners:

• Introduce more complex sentence structures and punctuation.
• Encourage writing for different purposes and audiences.
• Support them in creating longer pieces of writing, like simple stories.

Common Challenges and Solutions

Challenge: Reluctance to write independently
Solution: Start with shared writing experiences. Gradually reduce support as confidence grows.

Challenge: Difficulty with letter formation
Solution: Use hand-over-hand guidance initially. Provide lots of pre-writing activities to strengthen fine motor skills.

Challenge: Struggling to hear and represent all sounds in words
Solution: Use sound buttons or boxes to segment words. Practice oral segmenting before writing.

Links to Other Areas of Learning

This Early Learning Goal connects closely with:

• Physical Development: Fine motor skills support handwriting.
• Communication and Language: Oral language skills underpin writing development.
• Expressive Arts and Design: Mark-making and early writing support creative expression.

Key Points to Remember

• Writing skills develop alongside reading and speaking, forming a crucial part of overall literacy development.
• Provide varied, meaningful opportunities for writing throughout the day.
• Use your professional judgement to assess children’s progress, considering their overall communication skills and confidence in writing.
• Remember, writing development varies among children. Celebrate individual progress and provide targeted support where needed.

Mathematics Goals: Number

Description of the Goal

Children at the expected level of development will:

• Have a deep understanding of number to 10, including the composition of each number;
• Subitise (recognise quantities without counting) up to 5;
• Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

(Department for Education [DfE], 2023)

Key Skills and Knowledge

Children developing this Early Learning Goal demonstrate:

• Number composition: They understand how numbers to 10 are made up.
• Subitising: They recognise quantities up to 5 without counting.
• Number bonds: They recall addition and subtraction facts for numbers up to 5.
• Doubling: They know double facts within 10.
• Mental arithmetic: They perform simple calculations without visual aids.

These skills form the foundation for more complex mathematical understanding and problem-solving.

Practical Activities and Strategies

Number decomposition games:

• Use objects to show different ways to make numbers up to 10.
• Play “How many ways?” to find all combinations for a given number.

Subitising snap:

• Create cards with dot patterns up to 5.
• Children call out the number they see without counting.

Number bond bracelets:

• Use beads to create visual representations of number bonds.
• Challenge children to recall the pairs quickly.

Double trouble:

• Set up mirrors to show doubles visually.
• Play matching games with double facts.

Mental maths moments:

• Incorporate quick fire questions into daily routines.
• Use real-life scenarios for simple addition and subtraction.

Remember: Embed these mathematical concepts in play and everyday activities for meaningful learning.

Observation and Assessment

Look for children who:

• Explain different ways to make up numbers to 10.
• Quickly recognise small quantities without counting.
• Recall number bonds to 5 fluently.
• Use known facts to work out related calculations.
• Apply their number knowledge in play and problem-solving.

Expected level indicators include:

• Demonstrating a deep understanding of numbers to 10 in various contexts.
• Consistently subitising quantities up to 5.
• Automatically recalling number bonds and double facts within the specified range.

Children ’emerging’ in this area might:

• Rely heavily on counting for all number tasks.
• Struggle to recognise quantities without counting each item.
• Have difficulty recalling number facts without aids.

Supporting All Children

For children with special educational needs and disabilities:

• Use tactile and visual aids to support number understanding.
• Break down number concepts into smaller, manageable steps.
• Provide extra time and repetition for consolidating number facts.

For children with English as an additional language:

• Use visual representations alongside number words.
• Incorporate counting rhymes from different cultures.
• Ensure understanding of mathematical language in English and home languages.

To challenge advanced learners:

• Extend number understanding beyond 10.
• Introduce more complex number bonds and fact families.
• Encourage explanation and reasoning about number relationships.

Common Challenges and Solutions

Challenge: Difficulty understanding number composition
Solution: Use varied concrete materials to represent numbers. Encourage children to ‘prove’ numbers in different ways.

Challenge: Struggling with subitising
Solution: Start with smaller quantities. Use consistent arrangements (like dice patterns) before moving to varied layouts.

Challenge: Trouble recalling number bonds
Solution: Create visual displays of number bonds. Practice regularly through games and songs.

Links to Other Areas of Learning

This Early Learning Goal connects closely with:

• Understanding the World: Numbers help make sense of the environment and scientific concepts.
• Expressive Arts and Design: Patterns and shapes in art often involve numerical understanding.
• Physical Development: Many physical games involve counting and number recognition.

Key Points to Remember

• A deep understanding of numbers to 10 provides a crucial foundation for future mathematical learning.
• Integrate number activities throughout the day in meaningful, playful contexts.
• Use your professional judgement to assess children’s progress, considering their overall confidence and flexibility with numbers.
• Remember, mathematical development varies among children. Celebrate individual progress and provide targeted support where needed.

Mathematics Goals: Numerical Patterns

Description of the Goal

Children at the expected level of development will:

• Verbally count beyond 20, recognising the pattern of the counting system;
• Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity;
• Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

(Department for Education [DfE], 2023)

Key Skills and Knowledge

Children developing this Early Learning Goal demonstrate:

• Extended counting: They count verbally beyond 20, understanding the pattern.
• Quantity comparison: They compare amounts up to 10 using appropriate language.
• Pattern recognition: They identify and represent numerical patterns within 10.
• Odd and even numbers: They recognise and categorise numbers as odd or even.
• Equal distribution: They understand how quantities can be shared equally.

These skills build on basic number sense and prepare children for more advanced mathematical concepts.

Practical Activities and Strategies

Counting caterpillar:

• Create a large caterpillar with numbered segments beyond 20.
• Encourage children to count along the caterpillar, noticing patterns.

Comparison stations:

• Set up areas with different quantities of objects to compare.
• Use balance scales to visually represent ‘greater than’ and ‘less than’.

Odd and even sorting:

• Provide collections of objects for children to sort into odd and even groups.
• Use paired objects (like socks) to reinforce the concept of even numbers.

Double trouble:

• Use mirrors or folded paper to explore double facts visually.
• Create ‘double monsters’ with two of everything.

Fair share picnics:

• Set up pretend picnics where children distribute items equally among toys.
• Discuss what happens with different numbers of items and recipients.

Remember: Embed these concepts in play and daily routines for meaningful learning experiences.

Observation and Assessment

Look for children who:

• Confidently count beyond 20, recognising patterns in the number system.
• Use comparative language accurately when discussing quantities.
• Identify and continue simple number patterns.
• Categorise numbers as odd or even with understanding.
• Share quantities equally and explain their reasoning.

Expected level indicators include:

• Consistently demonstrating understanding of numerical patterns in various contexts.
• Comparing quantities up to 10 with confidence and accuracy.
• Exploring and representing patterns within numbers up to 10 independently.

Children ’emerging’ in this area might:

• Struggle to count beyond 20 or recognise number patterns.
• Have difficulty comparing quantities without one-to-one correspondence.
• Show limited understanding of odd, even, or double numbers.

Supporting All Children

For children with special educational needs and disabilities:

• Use concrete materials and visual aids to represent numerical patterns.
• Break down concepts into smaller steps, providing plenty of repetition.
• Consider using assistive technology for counting and pattern recognition.

For children with English as an additional language:

• Use gestures and visual representations alongside mathematical language.
• Incorporate counting rhymes and games from different cultures.
• Ensure understanding of comparative terms in English and home languages.

To challenge advanced learners:

• Extend patterns and counting beyond 20.
• Introduce more complex patterns and relationships between numbers.
• Encourage explanation and prediction of numerical patterns.

Common Challenges and Solutions

Challenge: Difficulty recognising patterns in the counting system
Solution: Use visual number lines and hundred squares. Highlight patterns with colours or objects.

Challenge: Struggling with quantity comparisons
Solution: Start with very different quantities before moving to closer comparisons. Use concrete objects consistently.

Challenge: Confusion with odd and even numbers
Solution: Use pairing activities to demonstrate even numbers. Create stories about odd and even numbers.

Links to Other Areas of Learning

This Early Learning Goal connects closely with:

• Understanding the World: Patterns in nature often reflect numerical patterns.
• Expressive Arts and Design: Musical patterns and rhythms relate to numerical sequences.
• Physical Development: Many physical games involve counting and pattern recognition.

Key Points to Remember

• Understanding numerical patterns lays the groundwork for algebraic thinking and problem-solving skills.
• Integrate pattern exploration into various activities throughout the day.
• Use your professional judgement to assess children’s progress, considering their overall confidence and flexibility with numerical concepts.
• Remember, pattern recognition develops at different rates. Celebrate individual progress and provide targeted support where needed.

Understanding the World Goals: Past and Present

Description of the Goal

Children at the expected level of development will:

• Talk about the lives of the people around them and their roles in society;
• Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class;
• Understand the past through settings, characters and events encountered in books read in class and storytelling.

(Department for Education [DfE], 2023)

Key Skills and Knowledge

Children developing this Early Learning Goal demonstrate:

• Social awareness: They understand different roles people have in society.
• Historical comparison: They recognise differences between past and present.
• Personal history: They relate their own experiences to broader concepts of time.
• Story comprehension: They understand historical settings and events through stories.
• Time language: They use vocabulary related to the passage of time.

These skills form the foundation for historical understanding and social studies.

Practical Activities and Strategies

Community helper visits:

• Invite local workers (e.g., postal workers, firefighters) to discuss their roles.
• Create role-play areas based on different community jobs.

Then and now comparisons:

• Display old and new versions of objects (e.g., telephones, toys).
• Discuss how things have changed and why.

Family history projects:

• Encourage children to bring in family photos or objects from the past.
• Create simple family trees or timelines.

Story-based time travel:

• Read books set in different time periods.
• Recreate scenes from stories, discussing historical details.

Time capsule creation:

• Make a class time capsule with current items.
• Discuss what might change in the future.

Remember: Connect historical concepts to children’s personal experiences for meaningful learning.

Observation and Assessment

Look for children who:

• Discuss different roles in society with understanding.
• Identify similarities and differences between past and present.
• Relate personal or family experiences to concepts of time.
• Show interest in and comprehension of historical stories.
• Use time-related vocabulary appropriately.

Expected level indicators include:

• Confidently talking about people’s roles in society and their own experiences.
• Recognising and discussing simple historical changes.
• Understanding and engaging with historical concepts in stories.

Children ’emerging’ in this area might:

• Show limited awareness of different societal roles.
• Struggle to distinguish between past and present.
• Have difficulty understanding historical elements in stories.

Supporting All Children

For children with special educational needs and disabilities:

• Use visual timelines and concrete objects to represent the passage of time.
• Provide multisensory experiences of historical concepts.
• Break down complex ideas into smaller, manageable parts.

For children with English as an additional language:

• Use visual aids and gestures to support understanding of time concepts.
• Incorporate historical stories and traditions from different cultures.
• Ensure key time vocabulary is understood in both English and home languages.

To challenge advanced learners:

• Introduce more complex historical concepts and time periods.
• Encourage deeper comparisons between past and present.
• Support them in creating their own historical narratives.

Common Challenges and Solutions

Challenge: Difficulty grasping abstract time concepts
Solution: Use concrete representations like sand timers or growth of plants. Create visual timelines of the school day or week.

Challenge: Limited understanding of historical change
Solution: Start with changes within living memory (e.g., baby to child). Use photographs and objects to make comparisons tangible.

Challenge: Struggle to relate to historical stories
Solution: Connect historical events to children’s experiences. Use role-play and drama to bring stories to life.

Links to Other Areas of Learning

This Early Learning Goal connects closely with:

• Communication and Language: Discussing past events and stories develops vocabulary.
• Personal, Social and Emotional Development: Understanding roles in society supports social awareness.
• Literacy: Historical stories support reading comprehension and storytelling skills.

Key Points to Remember

• Understanding of past and present helps children make sense of their world and their place in it.
• Integrate historical concepts into daily activities and discussions.
• Use your professional judgement to assess children’s progress, considering their overall engagement with and understanding of time concepts.
• Remember, historical understanding develops gradually. Celebrate individual progress and provide targeted support where needed.

Understanding the World Goals: People, Culture and Communities

Description of the Goal

Children at the expected level of development will:

• Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps;
• Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class;
• Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.

(Department for Education [DfE], 2023)

Key Skills and Knowledge

Children developing this Early Learning Goal demonstrate:

• Environmental awareness: They observe and describe their surroundings.
• Cultural understanding: They recognise diversity in their community.
• Religious awareness: They know about different religious practices.
• Global perspective: They understand some aspects of life in other countries.
• Information synthesis: They draw on various sources to form understanding.

These skills foster cultural awareness, respect for diversity, and a sense of place in the world.

Practical Activities and Strategies

Neighbourhood walks:

• Explore the local area, discussing observations.
• Create simple maps of the route back in class.

Cultural celebration days:

• Organise events celebrating different cultures represented in your setting.
• Invite families to share traditions, food, and stories.

Religious artefact exploration:

• Set up a discovery area with items from different religions.
• Discuss their significance respectfully.

Global pen pals:

• Connect with a class in another country to exchange information.
• Compare daily life through photos and drawings.

Multicultural story time:

• Read stories set in different cultures and countries.
• Use globes and maps to locate story settings.

Remember: Approach cultural and religious topics sensitively, celebrating diversity and promoting respect.

Observation and Assessment

Look for children who:

• Describe their environment using specific vocabulary.
• Show interest in and respect for different cultures and religions.
• Make comparisons between their own lives and those in other countries.
• Use information from various sources in discussions.
• Demonstrate curiosity about the wider world.

Expected level indicators include:

• Confidently describing their immediate environment.
• Recognising and respecting cultural and religious differences.
• Making simple comparisons between life here and in other countries.

Children ’emerging’ in this area might:

• Have limited awareness of their wider environment.
• Show little interest in or understanding of cultural differences.
• Struggle to make connections between their own experiences and those of others.

Supporting All Children

For children with special educational needs and disabilities:

• Use multisensory approaches to explore different cultures (e.g., music, food, fabrics).
• Provide visual supports for abstract concepts.
• Break down complex ideas into simpler, more concrete elements.

For children with English as an additional language:

• Celebrate their home culture and language in class activities.
• Use dual-language books and resources.
• Ensure key vocabulary is understood in both English and home languages.

To challenge advanced learners:

• Encourage deeper explorations of cultural similarities and differences.
• Introduce more complex geographical concepts.
• Support them in leading discussions or presentations about different cultures.

Common Challenges and Solutions

Challenge: Limited exposure to diverse cultures
Solution: Bring diversity into the classroom through books, guest speakers, and virtual tours. Create a ‘world exploration’ corner.

Challenge: Stereotyping or oversimplification of cultures
Solution: Provide varied examples within each culture. Discuss individuality within cultural groups.

Challenge: Difficulty understanding abstract concepts of community and country
Solution: Start with concrete examples from children’s lives. Use visual aids like maps and photographs to support understanding.

Links to Other Areas of Learning

This Early Learning Goal connects closely with:

• Personal, Social and Emotional Development: Understanding others fosters empathy and respect.
• Communication and Language: Discussing different cultures enriches vocabulary.
• Literacy: Reading about diverse communities supports comprehension skills.

Key Points to Remember

• Understanding people, culture, and communities helps children develop a sense of belonging and respect for others.
• Integrate diverse cultural experiences into daily activities and discussions.
• Use your professional judgement to assess children’s progress, considering their overall engagement with and understanding of cultural concepts.
• Remember, cultural awareness develops gradually. Celebrate individual progress and provide targeted support where needed.

Understanding the World Goals: The Natural World

Description of the Goal

Children at the expected level of development will:

• Explore the natural world around them, making observations and drawing pictures of animals and plants;
• Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class;
• Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

(Department for Education [DfE], 2023)

Key Skills and Knowledge

Children developing this Early Learning Goal demonstrate:

• Observational skills: They notice and describe features of the natural world.
• Comparative thinking: They identify similarities and differences in environments.
• Scientific understanding: They grasp basic natural processes and changes.
• Environmental awareness: They recognise seasonal changes and their effects.
• Expressive skills: They represent their observations through drawings and discussions.

These skills lay the foundation for scientific thinking and environmental awareness.

Practical Activities and Strategies

Nature walks and journals:

• Take regular walks in different weather conditions.
• Encourage children to draw and write about their observations.

Seasonal change station:

• Create a display that changes with the seasons.
• Collect and compare natural objects throughout the year.

Mini-beast hunts:

• Provide magnifying glasses and bug viewers for close observation.
• Create tally charts of creatures found in different areas.

Plant growth experiments:

• Grow plants from seeds, observing and recording changes.
• Compare growth in different conditions (light, dark, wet, dry).

Weather watch:

• Set up a simple weather station with rain gauge and wind sock.
• Record daily weather and discuss patterns over time.

Remember: Hands-on experiences in nature foster deeper understanding and appreciation of the natural world.

Observation and Assessment

Look for children who:

• Show curiosity about the natural world and ask questions.
• Make detailed observations of plants, animals, and natural phenomena.
• Identify basic similarities and differences between environments.
• Demonstrate understanding of seasonal changes and their effects.
• Express their observations and ideas through drawings and discussions.

Expected level indicators include:

• Confidently exploring and discussing the natural world around them.
• Recognising and describing contrasts between different environments.
• Understanding and explaining basic natural processes and changes.

Children ’emerging’ in this area might:

• Show limited interest in the natural world.
• Struggle to make detailed observations or comparisons.
• Have difficulty understanding or explaining natural processes and changes.

Supporting All Children

For children with special educational needs and disabilities:

• Use multisensory approaches to explore nature (touch, smell, sound).
• Provide adaptive tools for observation and recording.
• Break down complex processes into simpler, sequential steps.

For children with English as an additional language:

• Use visual aids and real objects to support understanding of natural concepts.
• Encourage description of nature in both English and home languages.
• Ensure key scientific vocabulary is understood in both languages.

To challenge advanced learners:

• Introduce more complex scientific concepts and processes.
• Encourage deeper investigations and predictions about natural phenomena.
• Support them in leading small group explorations or presentations.

Common Challenges and Solutions

Challenge: Limited access to natural environments
Solution: Create indoor nature areas, use video resources, and bring natural materials into the setting.

Challenge: Difficulty understanding abstract concepts like changing states of matter
Solution: Provide hands-on experiments with water (freezing, melting, evaporating). Use visual aids and simple explanations.

Challenge: Lack of engagement with nature
Solution: Connect nature to children’s interests. Use storytelling and imaginative play to bring natural concepts to life.

Links to Other Areas of Learning

This Early Learning Goal connects closely with:

• Physical Development: Outdoor exploration supports gross motor skills.
• Expressive Arts and Design: Natural world observations inspire creative expressions.
• Mathematics: Observing nature involves counting, measuring, and pattern recognition.

Key Points to Remember

• Understanding the natural world fosters curiosity, respect for the environment, and early scientific thinking.
• Provide regular, varied opportunities for children to explore and observe nature.
• Use your professional judgement to assess children’s progress, considering their overall engagement with and understanding of natural phenomena.
• Remember, scientific understanding develops gradually. Celebrate individual progress and provide targeted support where needed.

Expressive Arts and Design Goals: Creating with Materials

Description of the Goal

Children at the expected level of development will:

• Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function;
• Share their creations, explaining the process they have used;
• Make use of props and materials when role playing characters in narratives and stories.

(Department for Education [DfE], 2023)

Key Skills and Knowledge

Children developing this Early Learning Goal demonstrate:

• Material exploration: They experiment with various materials and tools.
• Artistic techniques: They apply different methods in their creations.
• Design thinking: They consider colour, texture, form, and function in their work.
• Communication: They explain their creative processes.
• Imaginative play: They use props and materials to enhance role-play.

These skills foster creativity, self-expression, and problem-solving abilities.

Practical Activities and Strategies

Open-ended art station:

• Provide a variety of materials (e.g., paints, clay, fabric scraps, recyclables).
• Encourage free exploration and creation.

Texture treasure hunt:

• Collect items with different textures from around the setting.
• Create collages or rubbings to explore these textures.

Colour mixing experiments:

• Set up a paint mixing area with primary colours.
• Challenge children to create new colours and record their ‘recipes’.

3D construction challenge:

• Offer various building materials (e.g., blocks, boxes, tubes).
• Encourage children to build structures with specific functions.

Story prop creation:

• After reading a story, make props for children to use in retelling.
• Discuss how different materials can represent story elements.

Remember: Emphasise the process of creation over the final product, encouraging experimentation and problem-solving.

Observation and Assessment

Look for children who:

• Confidently explore and use a range of materials and tools.
• Apply different techniques in their creations.
• Consider design elements like colour and texture in their work.
• Articulate their creative processes and choices.
• Use materials imaginatively in role-play situations.

Expected level indicators include:

• Safely and purposefully using a variety of materials and tools.
• Explaining their creations and the processes used.
• Creatively using props and materials in role-play scenarios.

Children ’emerging’ in this area might:

• Show reluctance to explore new materials or techniques.
• Struggle to explain their creative processes.
• Use materials in limited or repetitive ways.

Supporting All Children

For children with special educational needs and disabilities:

• Adapt tools and materials for easier manipulation (e.g., chunky brushes, non-slip mats).
• Provide step-by-step visual guides for different techniques.
• Offer sensory-friendly materials for those with sensory sensitivities.

For children with English as an additional language:

• Use visual demonstrations alongside verbal instructions.
• Encourage children to describe their creations in their home language and English.
• Label materials and tools in multiple languages.

To challenge advanced learners:

• Introduce more complex artistic techniques.
• Encourage them to plan and execute multi-step creative projects.
• Support them in teaching a technique to their peers.

Common Challenges and Solutions

Challenge: Reluctance to ‘get messy’ with materials
Solution: Start with clean, contained activities (e.g., painting in zip-lock bags) and gradually introduce messier options.

Challenge: Difficulty explaining creative processes
Solution: Use ‘think-aloud’ modelling when creating. Provide prompt questions to guide children’s explanations.

Challenge: Limited imaginative use of materials in role-play
Solution: Model creative use of props. Introduce ‘mystery objects’ and brainstorm different uses in play.

Links to Other Areas of Learning

This Early Learning Goal connects closely with:

• Physical Development: Manipulating materials supports fine motor skills.
• Communication and Language: Explaining creations enhances vocabulary and communication skills.
• Understanding the World: Exploring materials can link to scientific concepts.

Key Points to Remember

• Creating with materials develops creativity, problem-solving skills, and self-expression.
• Provide a wide range of materials and opportunities for open-ended creation.
• Use your professional judgement to assess children’s progress, considering their overall engagement, creativity, and communication about their work.
• Remember, artistic development is individual. Celebrate each child’s unique expressions and provide targeted support where needed.

Expressive Arts and Design Goals: Being Imaginative and Expressive

Description of the Goal

Children at the expected level of development will:

• Invent, adapt and recount narratives and stories with peers and their teacher;
• Sing a range of well-known nursery rhymes and songs;
• Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music.

(Department for Education [DfE], 2023)

Key Skills and Knowledge

Children developing this Early Learning Goal demonstrate:

• Storytelling: They create and retell narratives creatively.
• Musical appreciation: They engage with and remember songs and rhymes.
• Performance skills: They participate in group performances.
• Rhythmic awareness: They attempt to move in time with music.
• Collaborative creativity: They work with others in imaginative play and storytelling.

These skills foster self-expression, creativity, and social development.

Practical Activities and Strategies

Story spinner:

• Create a ‘story wheel’ with different characters, settings, and problems.
• Encourage children to spin and create stories based on the combinations.

Music and movement sessions:

• Incorporate daily singing and movement activities.
• Use a variety of music styles and encourage free expression through dance.

Puppet theatre:

• Set up a puppet-making station and a simple stage.
• Support children in creating and performing their own puppet shows.

Rhyme time challenges:

• Introduce a ‘rhyme of the week’ for children to learn and perform.
• Create actions or movements to accompany rhymes.

Collaborative story quilt:

• Create a large ‘quilt’ where each child contributes a square representing part of a group story.
• Use this as a prompt for storytelling and performance.

Remember: Encourage and value all forms of expression, focusing on the process rather than the end product.

Observation and Assessment

Look for children who:

• Confidently invent and adapt stories in play and discussion.
• Remember and sing a variety of songs and rhymes.
• Participate enthusiastically in group performances.
• Show awareness of rhythm in music and movement.
• Engage imaginatively with peers in creative activities.

Expected level indicators include:

• Creating and recounting original narratives with detail and expression.
• Singing a range of songs from memory and performing them with others.
• Moving rhythmically to music and participating in group performances.

Children ’emerging’ in this area might:

• Struggle to create or engage with imaginative scenarios.
• Have difficulty remembering or participating in songs and rhymes.
• Show reluctance to perform or move to music in group settings.

Supporting All Children

For children with special educational needs and disabilities:

• Use visual aids or props to support storytelling and song lyrics.
• Adapt movements for those with physical limitations.
• Provide instruments or sensory items to enhance musical engagement.

For children with English as an additional language:

• Incorporate songs and stories from various cultures and languages.
• Use gestures and actions to support understanding of narratives and lyrics.
• Encourage expression through non-verbal means (e.g., drawing, movement).

To challenge advanced learners:

• Introduce more complex storytelling techniques (e.g., different perspectives, time jumps).
• Encourage composition of original songs or rhymes.
• Support them in directing small group performances.

Common Challenges and Solutions

Challenge: Reluctance to perform in front of others
Solution: Start with small group or paired activities. Gradually build up to larger group performances.

Challenge: Difficulty creating original stories
Solution: Use story prompts or ‘story dice’. Model storytelling frequently and encourage elaboration on familiar tales.

Challenge: Limited engagement with music and movement
Solution: Offer a variety of musical experiences. Use visual cues for movement and rhythm.

Links to Other Areas of Learning

This Early Learning Goal connects closely with:

• Communication and Language: Storytelling and performance enhance verbal skills.
• Personal, Social and Emotional Development: Group performances build confidence and social skills.
• Physical Development: Moving to music supports gross motor skills and coordination.

Key Points to Remember

• Being imaginative and expressive supports holistic development, including creativity, language, and social skills.
• Provide diverse opportunities for creative expression throughout the day.
• Use your professional judgement to assess children’s progress, considering their overall engagement and confidence in imaginative and expressive activities.
• Remember, creative development is unique to each child. Celebrate individual expressions and provide targeted support where needed.

Observation, Assessment and Planning for Early Learning Goals

Introduction

Effective observation, assessment, and planning are crucial in supporting children’s progress towards Early Learning Goals. These interconnected processes enable practitioners to tailor their approach to each child’s unique developmental journey across all areas of learning defined in the Early Years Foundation Stage framework (Department for Education [DfE], 2023).

The Importance of Ongoing Observation

Observation provides insight into children’s development across all Early Learning Goals:

• Communication and Language: Note children’s verbal interactions and listening skills.
• Physical Development: Observe both fine and gross motor activities.
• Personal, Social and Emotional Development: Watch for self-regulation and relationship-building.
• Literacy: Observe engagement with books and early writing attempts.
• Mathematics: Look for numerical understanding in play and daily routines.
• Understanding the World: Note curiosity about the environment and people.
• Expressive Arts and Design: Observe creative expressions and imaginative play.

Tip: Use a mix of planned and spontaneous observations to capture progress across all Early Learning Goals.

Methods for Documenting Children’s Progress

Choose documentation methods that effectively capture progress towards Early Learning Goals:

• Learning journals linking observations to specific goals
• Photographs or videos demonstrating skill development
• Samples of work showing progress in literacy and mathematics
• Anecdotal notes on social interactions and emotional development

Remember: Documentation should clearly link to relevant Early Learning Goals to track progress effectively.

Using Assessments to Inform Planning

Assessments guide planning to support progress across all Early Learning Goals:

1. Review observations against the Early Learning Goals descriptors.
2. Identify areas where children are excelling or need additional support.
3. Plan activities that target specific Early Learning Goals while following children’s interests.

Example: If observations show a child struggling with number recognition, plan counting games that align with their interests to support the Mathematics Early Learning Goal.

The Role of Formative and Summative Assessments

Both types of assessment are crucial for tracking progress towards Early Learning Goals:

• Formative assessment: Ongoing observations informing daily planning and support.
• Summative assessment: Periodic reviews of progress across all Early Learning Goals, including the Early Years Foundation Stage Profile.

Ensure a balance between these assessment types to maintain a comprehensive view of each child’s development.

Involving Children in the Process

Encourage children’s active participation in their learning journey:

• Discuss observations with children, linking to Early Learning Goals in child-friendly language.
• Encourage self-reflection on learning and progress.
• Involve children in setting personal goals aligned with Early Learning Goals.

This approach supports the Personal, Social and Emotional Development goals, particularly self-regulation and managing self.

Working with Parents and Carers

Collaborate with families to support holistic progress towards Early Learning Goals:

• Share observations and assessments, explaining links to Early Learning Goals.
• Gather insights from home about progress across all areas of learning.
• Suggest home activities that support specific Early Learning Goals.

Tip: Create a simple guide for parents explaining Early Learning Goals and how daily activities support them.

Using Observations to Support Transitions

Ensure smooth transitions by effectively communicating progress towards Early Learning Goals:

• Prepare comprehensive summaries of children’s development across all areas.
• Highlight strategies that have supported progress towards specific goals.
• Discuss any areas needing continued support as children move to Year 1.

Challenges and Best Practices

Address common challenges in observation and assessment:

• Time constraints: Integrate observations into daily routines, focusing on significant moments linked to Early Learning Goals.
• Objectivity: Use the Early Learning Goals as a framework for objective observations.
• Over-assessment: Focus on meaningful observations that inform practice and support progress.

Best practice: Regularly review your observation and assessment methods to ensure they effectively support children’s progress towards all Early Learning Goals.

Technology in Observation and Assessment

Utilise technology to enhance tracking of Early Learning Goals:

• Digital portfolios linking observations to specific goals
• Apps for quick note-taking during observations, categorised by learning areas
• Data management systems for tracking progress across all Early Learning Goals

Ensure technology use doesn’t detract from meaningful interactions with children.

Supporting Children with Special Educational Needs and Disabilities

Adapt observation and assessment methods to ensure all children’s progress towards Early Learning Goals is captured:

• Use alternative communication methods in observations where needed.
• Break down Early Learning Goals into smaller, achievable steps for some children.
• Collaborate with specialists to interpret observations effectively.

Key Points to Remember

• Observations, assessments, and planning should always link back to the Early Learning Goals.
• A holistic approach ensures all areas of learning are supported and monitored.
• Regular reflection on practice ensures effective support for each child’s unique journey towards the Early Learning Goals.

By maintaining a clear focus on Early Learning Goals throughout the observation, assessment, and planning process, early years practitioners can provide targeted support that enhances each child’s development across all areas of learning.

Creating an Enabling Environment to Support Early Learning Goals

Introduction

An enabling environment in early years settings directly supports children’s progress towards Early Learning Goals. It provides a rich, varied, and safe space where children can explore, create, and develop skills across all areas of learning outlined in the Early Years Foundation Stage framework (Department for Education [DfE], 2023).

Key Principles of an Enabling Environment for Early Learning Goals

Four core principles underpin an effective enabling environment:

1. Goal-oriented approach: The environment supports progress towards all Early Learning Goals.
2. Flexibility: Spaces and resources adapt to support emerging skills across learning areas.
3. Safety and security: Children feel confident to explore and take risks in their learning.
4. Challenge and stimulation: The environment offers appropriate levels of challenge for all Early Learning Goals.

Physical Space Organisation

Organise your space to promote learning across all Early Learning Goals:

• Communication and Language: Create quiet areas for conversation and storytelling.
• Physical Development: Provide space for both fine and gross motor activities.
• Personal, Social and Emotional Development: Include areas for solitary, parallel, and cooperative play.
• Literacy: Set up a well-stocked book corner and writing station.
• Mathematics: Incorporate numeracy into different areas through labelling and resources.
• Understanding the World: Create exploration zones with natural and technological resources.
• Expressive Arts and Design: Establish areas for art, music, and role-play.

Tip: Use low shelves or movable dividers to create distinct yet flexible spaces supporting various Early Learning Goals.

Selecting Appropriate Resources and Materials

Choose resources that support progress across all Early Learning Goals:

• Open-ended materials encouraging creativity and problem-solving
• Books and storytelling props supporting literacy and communication goals
• Manipulatives for mathematical concept development
• Natural and cultural objects supporting understanding of the world
• Art supplies and instruments for expressive arts and design

Present materials at child-height, clearly labelled to promote independence and support literacy goals.

Fostering Positive Relationships

Create an environment that supports Personal, Social and Emotional Development goals:

• Provide spaces for one-to-one interactions to build secure attachments
• Offer areas for small group collaborations to develop social skills
• Include displays celebrating children’s work to boost self-confidence

Create a ‘feelings corner’ with resources to support emotional regulation and well-being.

Supporting Learning Through Play

Enhance play-based learning to support all Early Learning Goals:

• Offer a balance of open-ended and specific resources linked to learning goals
• Create opportunities for different types of play supporting various skills
• Allow time for uninterrupted play to deepen learning experiences

Observe children’s play to inform how you enhance areas to support specific Early Learning Goals. Read more about Types and Stages of Play here.

Promoting Independence and Self-Regulation

Foster independence to support Personal, Social and Emotional Development goals:

• Implement clear labelling and organisation systems children can manage
• Create self-serve areas for snacks and materials
• Include spaces for children to retreat and self-regulate when needed

Tip: Involve children in creating and maintaining the environment to promote ownership and responsibility.**

Supporting Communication and Language Development

Create a language-rich environment:

• Label areas and objects to support vocabulary development
• Display relevant words and phrases linked to current learning themes
• Provide comfortable spaces for conversation and storytelling

Incorporate print into all areas, not just the book corner, to support literacy goals.

Incorporating Technology

Use technology to enhance learning across Early Learning Goals:

• Offer digital cameras for children to document their own learning
• Use tablets for research supporting Understanding the World goals
• Ensure technology use is balanced with hands-on experiences across all areas

Supporting Children with Special Educational Needs and Disabilities

Adapt the environment to ensure all children can progress towards Early Learning Goals:

• Provide visual timetables and now/next boards to support understanding
• Offer sensory experiences tailored to individual needs
• Ensure physical accessibility throughout the setting

Work closely with families and specialists to understand each child’s specific requirements in relation to Early Learning Goals.

Reflecting Diversity and Promoting Equality

Create an inclusive environment supporting Understanding the World goals:

• Display images reflecting diverse families and cultures
• Offer resources challenging gender stereotypes
• Celebrate a variety of cultural events throughout the year

Regularly audit your environment to ensure it reflects the diversity of your community and beyond.

Outdoor Learning Environments

Maximise outdoor learning opportunities to support all Early Learning Goals:

• Create areas for different types of play and exploration
• Offer opportunities for risky play to support physical development goals
• Ensure the outdoor area provides experiences across all learning areas

Tip: Plan for continuity between indoor and outdoor spaces to reinforce learning across all goals.**

Continuous Environment Enhancement

Regularly review and enhance your environment:

• Involve children in planning changes to support their interests and learning needs
• Rotate resources to maintain engagement and challenge across all areas
• Reflect on how well the environment supports progress towards each Early Learning Goal

Key Points to Remember

• The environment plays a crucial role in supporting children’s progress towards all Early Learning Goals.
• An effective enabling environment is flexible, inclusive, and responsive to children’s changing needs and interests.
• Regular reflection and adaptation ensure the environment continues to support children’s learning and development effectively across all areas.

By creating a thoughtfully planned, rich, and inclusive environment, early years professionals provide the foundation for children to thrive and make progress across all Early Learning Goals.

Working in Partnership with Parents and Carers to Support Early Learning Goals

Introduction

Effective partnerships with parents and carers are crucial in supporting children’s progress towards Early Learning Goals. The Early Years Foundation Stage framework emphasises the vital role of parents as children’s first and most enduring educators (Department for Education [DfE], 2023). Strong partnerships ensure consistent support for children’s development across all learning areas, both at home and in the setting.

Benefits of Effective Partnerships for Early Learning Goals

Collaboration yields significant benefits for achieving Early Learning Goals:

For children:

• Consistency in approaches to learning between home and setting
• Enhanced opportunities to practice skills across all areas
• Improved confidence in tackling new challenges

For parents and carers:

• Greater understanding of the Early Learning Goals
• Increased confidence in supporting learning at home
• Stronger connection to their child’s educational journey

For early years practitioners:

• Deeper insights into children’s progress across all learning areas
• More comprehensive support for children’s holistic development
• Increased effectiveness in tailoring activities to individual needs

Building Strong Relationships to Support Learning

Create a foundation for effective partnerships:

• Establish a welcoming atmosphere that encourages parent involvement
• Learn about families’ cultural practices that may influence learning
• Show genuine interest in how children demonstrate learning at home

Tip: Create a ‘welcome pack’ for new families, explaining Early Learning Goals in accessible language with practical examples.

Effective Communication Strategies About Early Learning Goals

Implement varied communication methods to engage all families:

• Daily informal conversations highlighting progress towards specific goals
• Regular newsletters showcasing activities linked to Early Learning Goals
• Digital platforms for sharing photos and updates of children’s achievements
• Scheduled meetings to discuss development across all learning areas

Ensure communications are accessible to all, considering language needs and preferred formats.

Sharing Information About Children’s Learning and Development

Keep parents informed and involved in their child’s progress towards Early Learning Goals:

• Share observations linked to specific Early Learning Goals
• Invite parents to contribute their own observations from home
• Provide regular updates on children’s achievements and next steps across all areas

Create a simple visual guide to the Early Learning Goals for parents, with everyday examples of what they look like in practice.

Supporting Learning at Home

Empower parents to extend learning beyond the setting:

• Suggest simple, play-based activities linked to specific Early Learning Goals
• Share or lend resources to support home learning across all areas
• Explain how everyday activities support progress towards Early Learning Goals

Offer ‘stay and play’ sessions where parents can observe and participate in activities supporting various Early Learning Goals.

Involving Parents and Carers in the Setting

Encourage active participation in supporting Early Learning Goals:

• Invite parents to share skills or cultural knowledge linked to learning areas
• Create opportunities for parents to volunteer in activities supporting specific goals
• Establish a parent advisory group to contribute ideas for supporting Early Learning Goals

Tip: Host a ‘skills audit’ to identify parents’ talents that could enrich learning experiences across all areas.

Addressing Concerns and Challenges

Handle difficulties related to Early Learning Goals with sensitivity:

• Create an open culture where parents feel comfortable discussing concerns about their child’s progress
• Listen empathetically to parents’ worries about specific learning areas
• Work collaboratively to find solutions, focusing on supporting the child’s development

Document conversations and agreed actions to ensure consistent support for the child’s progress.

Supporting Families with Additional Needs

Tailor your approach to support diverse family circumstances in engaging with Early Learning Goals:

• Provide key information about Early Learning Goals in multiple languages
• Offer additional guidance for supporting children with special educational needs
• Ensure flexible communication options for working parents to stay involved in their child’s learning

Build relationships with local community organisations to better support families in understanding and supporting Early Learning Goals.

Transitions and Continuity

Support smooth transitions while maintaining focus on Early Learning Goals:

• Offer guidance to new families on supporting early learning at home
• Prepare families for the move to Year 1, explaining how Early Learning Goals link to future learning
• Provide comprehensive summaries of children’s progress across all Early Learning Goals to receiving teachers

Evaluating Partnership Effectiveness

Regularly assess and improve your partnership practices in relation to supporting Early Learning Goals:

• Conduct surveys on parents’ understanding and engagement with Early Learning Goals
• Reflect on how effectively partnerships are supporting children’s progress
• Act on feedback to enhance support for Early Learning Goals through partnerships

Overcoming Common Barriers

Address challenges to effective partnerships in supporting Early Learning Goals:

• Offer flexible meeting times to discuss children’s progress
• Use interpreters or translated materials to explain Early Learning Goals
• Reach out personally to less engaged families, finding individual ways to involve them in their child’s learning

Practical Tips for Implementation

Quick wins for enhancing partnerships to support Early Learning Goals:

• Create a visual display linking everyday activities to Early Learning Goals
• Implement a ‘learning at home’ challenge linked to different goals each week
• Establish a parent resource library with materials supporting Early Learning Goals

Key Points to Remember

• Strong partnerships significantly enhance children’s progress towards Early Learning Goals.
• Effective communication about Early Learning Goals supports consistent approaches between home and setting.
• Regular evaluation ensures partnerships continue to effectively support children’s learning and development across all areas.

By fostering strong partnerships focused on Early Learning Goals, early years practitioners create a supportive network that enhances children’s learning, development, and well-being across all areas of the Early Years Foundation Stage.

Safeguarding and Welfare Requirements to Support Early Learning Goals

Introduction

A safe, nurturing environment forms the bedrock for children’s progress towards Early Learning Goals. The Early Years Foundation Stage framework emphasises safeguarding and welfare as crucial elements in supporting children’s learning and development (Department for Education [DfE], 2023). Effective safeguarding practices create the security children need to explore, learn, and achieve across all areas of learning.

Child Protection

Protecting children supports their overall development:

• Recognise how abuse or neglect might impact progress towards Early Learning Goals
• Ensure swift reporting to minimise developmental disruption
• Train staff to spot signs of abuse that may manifest in children’s play or communication

Tip: Incorporate safeguarding awareness into observations of children’s progress towards Communication and Language goals.

Suitable People

Staff suitability directly impacts children’s learning:

• Recruit staff with the skills to support all Early Learning Goals
• Ensure ongoing training aligns with children’s developmental needs
• Verify staff understand how their interactions support children’s Personal, Social and Emotional Development

Remember: Staff serve as role models for the behaviours and skills outlined in the Early Learning Goals.

Staff: Child Ratios and Qualifications

Appropriate staffing supports individualised learning:

• Maintain ratios that allow for responsive support across all learning areas
• Ensure staff qualifications cover the breadth of Early Learning Goals
• Implement the key person approach to support holistic development

Tip: Align staff deployment with activities supporting specific Early Learning Goals throughout the day.

Health and Safety

A safe environment enables active learning:

• Conduct risk assessments with Early Learning Goals in mind, particularly Physical Development
• Create safe spaces for children to practice emerging physical skills
• Prepare for emergencies while teaching children about keeping safe

Involve children in age-appropriate risk assessment to support their Understanding the World goal.

Managing Behaviour

Positive behaviour management supports social development:

• Establish expectations that align with Personal, Social and Emotional Development goals
• Use strategies that model and reinforce communication skills
• Ensure behaviour policies support children’s self-regulation development

Consistency in approach helps children achieve the Self-Regulation Early Learning Goal.

Safety and Suitability of Premises, Environment and Equipment

The physical environment should facilitate learning across all goals:

• Design spaces that support both fine and gross motor skill development
• Provide resources that are safe and promote learning across all areas
• Ensure security measures don’t hinder children’s growing independence

Daily safety checks can involve children, supporting their Understanding the World goal.

Special Educational Needs and Disabilities

Inclusive practices ensure all children progress towards Early Learning Goals:

• Identify how additional needs might impact progress across learning areas
• Adapt activities to ensure all children can participate and achieve
• Work with specialists to support progress towards individualised learning targets

Create inclusive environments that celebrate diversity, supporting the People, Culture and Communities goal.

Information and Records

Accurate records support tailored learning:

• Maintain detailed progress records for each Early Learning Goal
• Ensure confidentiality while sharing necessary information to support learning
• Use records to inform planning for next steps across all areas of learning

Regular review of records helps identify areas needing additional support.

Medicines and Dietary Requirements

Meeting health needs supports overall development:

• Ensure medical needs don’t hinder participation in learning activities
• Use food-related activities to support learning about health and self-care
• Adapt practices to ensure all children can safely engage in sensory and explorative play

Involve children in managing their health needs where appropriate, supporting the Managing Self goal.

Food Safety and Hygiene

Food-related activities support multiple learning areas:

• Use food preparation to teach about safety while supporting fine motor skills
• Promote healthy eating as part of the Managing Self Early Learning Goal
• Explore diverse foods to support the Understanding the World goal

Cooking activities can integrate learning across numerous Early Learning Goals.

Promoting Children’s Well-being

Emotional well-being underpins all learning:

• Foster resilience to support engagement with challenging learning experiences
• Promote physical activity that progresses gross motor Early Learning Goals
• Support emotional literacy as part of the Personal, Social and Emotional Development goals

Create a ‘feelings check-in’ routine to support progress towards the Self-Regulation goal.

Online Safety and Use of Technology

Safe technology use supports modern learning:

• Utilise technology to support the Technology element of Understanding the World
• Teach online safety as part of developing self-care and awareness skills
• Model appropriate technology use to support learning across all areas

Tip: Integrate technology safely to enhance learning experiences across Early Learning Goals.

Working with Other Agencies

Collaborative working ensures comprehensive support:

• Engage with specialists to support children in meeting all Early Learning Goals
• Utilise external expertise to enrich learning experiences, particularly in Understanding the World
• Ensure smooth transitions by sharing comprehensive information about children’s progress

Maintain relationships with local services to provide well-rounded support for all areas of learning.

Key Points to Remember

• Safeguarding and welfare practices create the foundation for achieving Early Learning Goals.
• A secure environment enables children to fully engage in learning across all areas.
• Regular reflection on safeguarding practices ensures they continue to support children’s progress towards Early Learning Goals.

By integrating safeguarding and welfare considerations into all aspects of early years practice, settings create an environment where children feel secure to explore, learn, and progress confidently towards their Early Learning Goals.

Challenges and Best Practices in Implementing Early Learning Goals

Introduction

Implementing Early Learning Goals effectively presents both challenges and opportunities for early years practitioners. The Early Years Foundation Stage framework emphasises a holistic approach to children’s development (Department for Education [DfE], 2023). Understanding common challenges and adopting best practices ensures children receive optimal support in achieving these crucial milestones.

Balancing Child-Led and Adult-Guided Learning

Challenge: Ensuring progress towards Early Learning Goals while respecting children’s interests.

Best practices:

• Plan flexible activities that address multiple goals simultaneously.
• Use children’s interests as springboards for goal-oriented learning.
• Integrate goal-focused elements into free play scenarios.

Tip: Create a ‘learning through play’ chart linking common play scenarios to specific Early Learning Goals.

Individualising Support for Each Child

Challenge: Meeting diverse needs while working towards common Early Learning Goals.

Strategies:

• Use regular observations to identify individual learning styles and preferences.
• Adapt activities to offer multiple entry points for different ability levels.
• Provide open-ended resources that children can engage with at their own pace.

Remember: Every child’s journey towards Early Learning Goals is unique.

Time Management and Documentation

Challenge: Balancing observation, assessment, and interaction in pursuit of Early Learning Goals.

Efficient methods:

• Use quick notation systems for on-the-spot observations.
• Integrate technology for streamlined documentation linked to Early Learning Goals.
• Set aside dedicated time for reflection and planning based on observations.

Tip: Create a weekly schedule allocating time for observation across all Early Learning Goal areas.

Supporting Language and Communication Development

Challenge: Catering for diverse language backgrounds and abilities while promoting communication skills.

Effective strategies:

• Use visual supports alongside verbal communication.
• Incorporate songs, rhymes, and storytelling into daily routines.
• Create opportunities for peer-to-peer communication in various contexts.

Best practice: Narrate your actions and encourage children to do the same, supporting the Communication and Language Early Learning Goals.

Promoting Physical Development

Challenge: Providing opportunities for both fine and gross motor skill development throughout the day.

Creative approaches:

• Integrate movement breaks between sedentary activities.
• Use outdoor spaces for large-scale art and construction projects.
• Incorporate fine motor activities into all learning areas, not just designated ‘craft’ times.

Idea: Create a ‘movement dice’ with different actions for quick physical development boosts.

Nurturing Personal, Social, and Emotional Development

Challenge: Balancing social skills development with other learning areas.

Strategies:

• Use collaborative projects to promote teamwork and emotional regulation.
• Incorporate ‘feeling check-ins’ throughout the day.
• Model and explicitly teach problem-solving strategies in social situations.

Key point: Personal, Social and Emotional Development underpins progress in all other Early Learning Goal areas.

Fostering Early Literacy Skills

Challenge: Supporting emergent reading and writing in a play-based environment.

Innovative approaches:

• Create literacy-rich play scenarios (e.g., a post office or restaurant).
• Use environmental print to support letter and word recognition.
• Encourage mark-making in various contexts, from art to role-play.

Tip: Rotate literacy props regularly to maintain engagement and support diverse interests.

Developing Mathematical Understanding

Challenge: Making mathematics meaningful and engaging for young children.

Practical integration:

• Use everyday routines for counting, sorting, and pattern recognition.
• Incorporate mathematical language into all areas of learning.
• Provide real-world problem-solving opportunities involving numbers and shapes.

Idea: Create a ‘maths detective’ role in your setting, encouraging children to spot numbers and shapes in the environment.

Encouraging Exploration and Understanding of the World

Challenge: Providing rich experiences within the constraints of the setting.

Creative ideas:

• Use technology for virtual field trips and explorations.
• Invite community members to share diverse experiences and knowledge.
• Create small-world play scenarios representing different environments and cultures.

Best practice: Link explorations to children’s own experiences and questions, supporting the Understanding the World Early Learning Goal.

Promoting Creativity and Imagination

Challenge: Balancing free expression with skill development in expressive arts.

Strategies:

• Provide open-ended materials alongside structured art activities.
• Encourage children to narrate or perform their creative processes.
• Integrate art and imagination into all learning areas, not just designated ‘art time’.

Remember: The process of creation is as valuable as the end product in supporting Early Learning Goals.

Working with Parents and Carers

Challenge: Ensuring consistent support for Early Learning Goals at home.

Best practices:

• Create simple, jargon-free guides explaining Early Learning Goals for families.
• Offer regular ‘stay and play’ sessions demonstrating goal-oriented activities.
• Provide ideas for everyday activities that support Early Learning Goals at home.

Tip: Use digital platforms to share regular updates on children’s progress towards Early Learning Goals.

Supporting Children with Special Educational Needs and Disabilities

Challenge: Adapting Early Learning Goals for children with SEND.

Inclusive strategies:

• Break down Early Learning Goals into smaller, achievable steps.
• Use multi-sensory approaches to support learning across all goal areas.
• Collaborate closely with families and specialists to set individualised targets.

Key point: Celebrate progress towards Early Learning Goals, no matter how small the steps.

Managing Transitions

Challenge: Preparing children for Year 1 while maintaining a play-based approach.

Strategies:

• Gradually introduce more structured activities throughout the year.
• Use stories and role-play to explore school routines.
• Share information about children’s progress towards Early Learning Goals with receiving teachers.

Best practice: Maintain open communication with Year 1 teachers about expectations and children’s individual needs.

Using Technology Effectively

Challenge: Integrating technology meaningfully to support Early Learning Goals.

Best practices:

• Use apps and programs that support specific Early Learning Goals.
• Incorporate technology into role-play scenarios (e.g., using cameras in a ‘news studio’).
• Teach basic digital literacy skills alongside traditional literacy.

Remember: Technology should enhance, not replace, hands-on learning experiences.

Overcoming Resource Constraints

Challenge: Achieving Early Learning Goals with limited resources.

Creative, low-cost ideas:

• Upcycle everyday materials for learning resources.
• Engage local businesses or community groups for donations.
• Rotate resources between rooms or settings to provide variety.

Tip: Create a ‘resource swap’ network with other local early years settings.

Practical Implementation Tips

• Create visual reminders linking daily activities to Early Learning Goals.
• Use a ‘goal of the week’ focus to ensure coverage of all areas over time.
• Encourage staff to share successful strategies in regular team meetings.

Key Points to Remember

• Early Learning Goals guide practice but don’t dictate a rigid approach.
• Flexibility, creativity, and responsiveness to individual needs are key to successful implementation.
• Regular reflection and adaptation of practice ensures continued progress towards Early Learning Goals.

By addressing these challenges with innovative solutions, early years practitioners create rich, engaging environments where children thrive and make progress across all Early Learning Goals.

Continuous Professional Development to Support Early Learning Goals

Introduction

Ongoing professional development is crucial for early years practitioners to effectively support children’s progress towards Early Learning Goals. The Early Years Foundation Stage framework emphasises the importance of well-qualified staff in providing high-quality early education (Department for Education [DfE], 2023). Continuous learning enhances practitioners’ ability to nurture children’s development across all learning areas.

Understanding the Early Learning Goals in Depth

Deepen your knowledge of Early Learning Goals through:

• Regular review of official guidance documents
• Attendance at workshops focused on specific learning areas
• Collaborative discussions with colleagues about goal interpretations

Tip: Create a study group within your setting to explore one Early Learning Goal in depth each month.

Reflective Practice and Self-Assessment

Enhance your practice through self-reflection:

• Maintain a reflective journal linking daily experiences to Early Learning Goals
• Use self-assessment tools to identify areas for growth in supporting each goal
• Seek feedback from colleagues on your practice in relation to Early Learning Goals

Remember: Reflection is most effective when it leads to actionable changes in practice.

Formal Training and Qualifications

Pursue relevant qualifications to deepen your expertise:

• Early Years Teacher Status (EYTS) for leadership in Early Learning Goal implementation
• Specialist courses in areas like early mathematics or literacy development
• Postgraduate certificates focusing on early childhood education

Best practice: Align chosen qualifications with identified areas for growth in supporting Early Learning Goals.

Informal Learning Opportunities

Engage in peer learning to enhance your practice:

• Arrange peer observations focused on specific Early Learning Goals
• Participate in local early years networks to share best practices
• Attend conferences and seminars on early childhood development

Idea: Organise a ‘skills swap’ day where colleagues share expertise in different Early Learning Goal areas.

Research and Evidence-Based Practice

Stay informed about the latest research:

• Subscribe to early years education journals
• Participate in action research projects within your setting
• Attend research seminars at local universities

Tip: Create a research digest to share key findings related to Early Learning Goals with your team.

Mentoring and Coaching

Engage in supportive professional relationships:

• Seek a mentor experienced in implementing Early Learning Goals
• Offer to mentor less experienced colleagues
• Engage in peer coaching to refine skills in specific learning areas

Key point: Effective mentoring relationships benefit both parties, enhancing overall setting quality.

Technology and Online Learning

Utilise digital resources for professional development:

• Enrol in online courses focused on Early Learning Goals
• Participate in webinars on early years best practices
• Use apps designed for early years practitioner development

Remember: Balance online learning with practical application in your setting.

Specialised Training for Specific Early Learning Goals

Attend targeted training to enhance expertise:

• Communication and Language: Speech and language development workshops
• Physical Development: Movement and coordination training
• Personal, Social and Emotional Development: Emotional literacy courses
• Literacy: Phonics and early reading instruction seminars
• Mathematics: Early numeracy skills workshops
• Understanding the World: Cultural awareness and science in early years courses
• Expressive Arts and Design: Creativity in early education training

Best practice: After attending specialised training, share key learnings with your team to benefit all children.

Supporting Children with Special Educational Needs and Disabilities

Develop inclusive practice skills:

• Attend training on adapting Early Learning Goals for children with SEND
• Learn about specific interventions to support diverse needs
• Engage with specialists to enhance your understanding of inclusive practices

Tip: Create an inclusion resource bank linking supportive strategies to specific Early Learning Goals.

Working with Families

Enhance your skills in family partnerships:

• Attend workshops on effective parent communication
• Learn strategies for engaging families in supporting Early Learning Goals at home
• Develop cultural competence to work with diverse families

Key point: Strong family partnerships significantly enhance children’s progress towards Early Learning Goals.

Leadership and Management in Early Years

Develop leadership skills to drive quality:

• Attend management training focused on implementing Early Learning Goals
• Learn about creating enabling environments that support all learning areas
• Develop skills in coaching and supporting your team

Remember: Effective leadership creates a culture of continuous improvement in supporting Early Learning Goals.

Assessment and Observation Skills

Refine your ability to track progress:

• Attend training on observation techniques linked to Early Learning Goals
• Learn about different assessment methods and their applications
• Develop skills in using assessment data to inform planning

Tip: Practice different observation methods and discuss their effectiveness with colleagues.

Safeguarding and Welfare in the Context of Early Learning Goals

Understand the link between safeguarding and learning:

• Attend safeguarding training that emphasises the impact on child development
• Learn about creating emotionally secure environments that promote learning
• Understand how welfare requirements support progress towards Early Learning Goals

Best practice: Regularly review how safeguarding practices in your setting support children’s overall development.

Practical Implementation Strategies

Put learning into practice:

• Conduct action research projects focused on implementing Early Learning Goals
• Create personal development plans aligned with specific learning areas
• Set SMART goals for enhancing your practice in supporting Early Learning Goals

Idea: Start a ‘learning implementation journal’ to track how you apply new knowledge in your setting.

Measuring the Impact of Professional Development

Evaluate the effectiveness of your learning:

• Use reflective practice to assess changes in your approach to Early Learning Goals
• Track children’s progress in relation to areas where you’ve undertaken training
• Seek feedback from colleagues and families on noticeable improvements in practice

Remember: The ultimate measure of effective CPD is improved outcomes for children.

Key Points to Remember

• Continuous professional development is essential for effective support of Early Learning Goals.
• A mix of formal training, peer learning, and self-reflection provides comprehensive professional growth.
• Regular evaluation of the impact of professional development ensures it translates into improved practice.

By committing to ongoing learning and development, early years practitioners enhance their ability to support children’s progress across all Early Learning Goals, creating rich, responsive learning environments.

Case Study: Early Learning Goals in Practice

Setting the Scene: Sunshine Nursery

Sunshine Nursery, a small setting in suburban London, serves 30 children aged 2-5. The staff, led by manager Sarah, recently refocused their approach to align more closely with the Early Learning Goals. Please note: this is composite case study drawn from common experiences rather than a specific real-world nursery.

The Challenge

Sarah noticed that while children were happy, some weren’t making expected progress across all areas of learning. Staff struggled to balance child-led play with intentional teaching towards Early Learning Goals.

Implementing Change

1. Environment Redesign

Sarah and her team redesigned the nursery environment to support all areas of learning:

• Communication and Language: Created a cosy book corner with puppets and story sacks.
• Physical Development: Introduced a daily ‘movement challenge’ in the garden.
• Personal, Social and Emotional Development: Set up a ‘feelings station’ with mirrors and emotion cards.
• Literacy: Added writing materials to all play areas, not just the writing table.
• Mathematics: Integrated number lines and shapes into everyday objects and routines.
• Understanding the World: Created a ‘discovery table’ with natural objects and simple technology.
• Expressive Arts and Design: Established an ‘atelier’ with open-ended art materials.

Key point: The environment acts as a ‘third teacher’, supporting progress towards Early Learning Goals through thoughtful design.

2. Observation and Planning

The team adopted a new approach to observation and planning:

• Used a digital app to quickly record observations linked to Early Learning Goals.
• Held weekly team meetings to discuss observations and plan next steps.
• Involved children in planning by creating a ‘ideas board’ where they could stick photos of activities they enjoyed.

Tip: Regular, focused observations help identify areas for development and inform meaningful planning.

3. Parental Engagement

Sarah recognised the importance of parental involvement:

• Created a monthly newsletter explaining Early Learning Goals in simple terms.
• Hosted ‘stay and play’ sessions where parents could observe and participate in activities.
• Provided ‘home learning bags’ with simple activities linked to Early Learning Goals.

Remember: Parents are children’s first educators. Engaging them enhances progress towards Early Learning Goals.

Overcoming Challenges

The team faced some challenges:

1. Time management: Staff initially found the new observation system time-consuming.
   Solution: Sarah scheduled ‘observation hours’ and encouraged quick, meaningful observations over lengthy ones.
2. Diverse needs: Some children with additional needs struggled with the new environment.
   Solution: The team created personalised ‘learning journeys’ for these children, breaking Early Learning Goals into smaller steps.
3. Staff confidence: Some staff felt unsure about intentional teaching within play.
   Solution: Sarah arranged peer observations and mentoring sessions to share best practices.

Results

After six months, Sarah noticed significant improvements:

• Children showed increased engagement and progress across all areas of learning.
• Staff felt more confident in supporting Early Learning Goals through play-based learning.
• Parents reported feeling more involved in their children’s learning journeys.

Key outcome: A holistic approach to Early Learning Goals, involving environment, observation, and parental engagement, led to improved outcomes for children.

Lessons Learned

1. Environment matters: Thoughtful design of space and resources supports progress towards Early Learning Goals.
2. Observation informs practice: Regular, focused observations help tailor support to individual needs.
3. Parental engagement is crucial: Involving parents enhances children’s progress and enjoyment.
4. Flexibility is key: Adapting approaches to meet diverse needs ensures all children can progress towards Early Learning Goals.
5. Continuous professional development: Regular training and reflection help staff confidently support Early Learning Goals.

Sarah’s experience at Sunshine Nursery demonstrates how a focused yet flexible approach to Early Learning Goals can enhance children’s learning and development. By creating an enabling environment, conducting meaningful observations, and engaging parents, early years settings can effectively support children’s progress towards these important milestones.

Early Learning Goals Examples

Early Learning Goals represent the expected levels of development for children at the end of their reception year. These examples illustrate how children might demonstrate these goals in practice.

Communication and Language

Listening, Attention and Understanding

• A child listens attentively to a story about space, then asks relevant questions like “How do astronauts eat in space?”
• During a group discussion about pets, a child waits for their turn to speak and responds to others’ comments appropriately.

Speaking

• After a nature walk, a child describes what they saw using new vocabulary: “We saw a squirrel scurrying up the gnarled oak tree.”
• A child explains the rules of a game they invented, using full sentences and correct tenses: “First, you have to hop to the red circle, then you will throw the bean bag.”

Personal, Social and Emotional Development

Self-Regulation

• A child recognizes they’re feeling frustrated with a puzzle and asks for help instead of getting upset.
• During a group activity, a child waits patiently for their turn, showing they can control their impulses.

Managing Self

• A child independently puts on their coat and fastens the zipper before going outside.
• After painting, a child washes their hands without being prompted, explaining, “We need to wash our hands to stay healthy.”

Building Relationships

• Two children work together to build a complex structure with blocks, sharing ideas and materials.
• A child notices a peer looking sad and offers them their favorite toy to cheer them up.

Physical Development

Gross Motor Skills

• A child confidently navigates an obstacle course, climbing over, under, and through equipment.
• During a dance session, a child moves rhythmically, coordinating their arms and legs to the music.

Fine Motor Skills

• A child uses scissors to cut along a curved line with precision.
• When writing their name, a child forms most letters correctly using a tripod grip.

Literacy

Comprehension

• After hearing a story, a child retells the main events in their own words, using some of the new vocabulary introduced.
• A child predicts what might happen next in a familiar story, based on what they’ve heard so far.

Word Reading

• A child reads a simple book aloud, sounding out unfamiliar words using their phonic knowledge.
• When shown flash cards, a child quickly recognizes and pronounces digraphs like ‘sh’, ‘ch’, and ‘th’.

Writing

• A child writes a simple sentence about their weekend: “I went to the park with my dad.”
• During role-play in a ‘shop’, a child writes a shopping list with recognizable words: “milk, bread, apple”.

Mathematics

Number

• A child recognizes that the number 6 can be composed of 2 and 4, or 3 and 3, demonstrating understanding of number composition.
• When shown a group of 4 objects, a child instantly recognizes the quantity without counting (subitising).

Numerical Patterns

• A child confidently counts backwards from 20 to 0.
• When sharing cookies among friends, a child recognizes when quantities are equal or unequal, using language like “more than” or “fewer than”.

Understanding the World

Past and Present

• A child discusses how telephones have changed over time, comparing old rotary phones to modern smartphones.
• During a topic on ‘People Who Help Us’, a child explains the role of a doctor in society.

People, Culture and Communities

• A child talks about how their family celebrates Diwali, showing awareness of diverse cultural practices.
• Using a simple map, a child identifies key features of their local area, such as the park, school, and shops.

The Natural World

• A child observes and draws detailed pictures of the life cycle of a butterfly, from caterpillar to chrysalis to butterfly.
• During autumn, a child notices and discusses the changing colors of leaves, demonstrating understanding of seasonal changes.

Expressive Arts and Design

Creating with Materials

• A child experiments with mixing primary colors to create secondary colors, explaining their process.
• Using clay, a child carefully shapes and molds a recognizable animal figure, adding texture with tools.

Being Imaginative and Expressive

• A child takes on the role of a vet in the role-play area, imaginatively caring for toy animals and explaining their actions.
• During music time, a child creates their own simple song about their favorite animal, complete with actions.

These examples illustrate how Early Learning Goals manifest in children’s daily activities and interactions. They demonstrate the interconnected nature of these goals, often spanning multiple areas of learning simultaneously. Practitioners can use these examples as inspiration to recognize and foster similar moments of learning and development in their own settings.

Conclusion: Empowering Early Years Practice Through Early Learning Goals

Recap of Early Learning Goals’ Importance

The 17 Early Learning Goals, as outlined in the Early Years Foundation Stage framework, provide a comprehensive roadmap for children’s development (Department for Education [DfE], 2023). These goals span seven crucial areas:

1. Communication and Language
2. Physical Development
3. Personal, Social and Emotional Development
4. Literacy
5. Mathematics
6. Understanding the World
7. Expressive Arts and Design

Early Learning Goals form the foundation for children’s future learning and success. They offer a holistic approach to development, recognising the interconnected nature of early learning.

Key Themes Across Early Learning Goals

Throughout our exploration of Early Learning Goals, several themes emerged:

• Interconnectedness: Each goal supports and enhances others, creating a web of learning.
• Play-based learning: Child-led, playful experiences remain central to achieving these goals.
• Balance: Effective practice blends child-initiated exploration with thoughtful adult guidance.

Practical Implementation Strategies

Implementing Early Learning Goals effectively involves:

• Creating rich, varied learning environments
• Observing children closely to understand their interests and needs
• Planning activities that address multiple goals simultaneously
• Using open-ended questions to extend thinking and communication

Tip: Regularly review your practice against the Early Learning Goals to ensure comprehensive coverage.

Creating Enabling Environments

An enabling environment supports progress across all Early Learning Goals by:

• Offering diverse, accessible resources
• Providing space for both active and quiet play
• Reflecting children’s interests and cultural backgrounds
• Adapting flexibly to emerging needs and interests

Remember: The environment is a powerful teacher, supporting children’s independent exploration and learning.

Effective Observation, Assessment, and Planning

To support children’s progress towards Early Learning Goals:

• Use a mix of planned and spontaneous observations
• Link observations clearly to specific Early Learning Goals
• Use assessments to inform next steps in planning
• Involve children in reflecting on their own learning journeys

Best practice: Maintain a balance between capturing observations and engaging directly with children.

Partnerships for Success

Strong partnerships enhance support for Early Learning Goals:

• Engage parents and carers in understanding and supporting the goals
• Share regular updates on children’s progress and next steps
• Collaborate with other professionals to provide comprehensive support
• Work closely with receiving schools to ensure smooth transitions

Key point: Consistent support between home and setting significantly boosts children’s progress.

Overcoming Challenges

Common challenges in implementing Early Learning Goals include:

• Time management in busy settings
• Meeting diverse needs within group contexts
• Balancing child-led and adult-guided experiences

Strategies for success:

• Prioritise time for observation and reflection
• Use flexible grouping to meet individual needs
• Plan activities with multiple levels of engagement

Continuous Professional Development

Ongoing learning supports effective implementation of Early Learning Goals:

• Engage in regular training focused on specific learning areas
• Reflect on practice through journaling or peer discussions
• Stay updated with current research and best practices
• Participate in professional networks to share ideas and challenges

Tip: Set personal development goals linked to specific Early Learning Goals.

Safeguarding and Welfare

Safeguarding and welfare requirements underpin all Early Learning Goals:

• A safe, secure environment allows children to explore and learn confidently
• Positive relationships support personal, social, and emotional development
• Meeting children’s physical needs enables them to engage fully in learning experiences

Remember: Wellbeing forms the foundation for all learning and development.

Future Directions

Early years education continues to evolve:

• Increasing focus on digital literacy within the Early Learning Goals
• Growing emphasis on environmental awareness and sustainability
• Continued research into effective early intervention strategies

Stay informed about emerging trends to enhance your practice continually.

Final Thoughts

Early years practitioners play a crucial role in laying the foundations for lifelong learning. Your dedication to supporting children’s progress towards Early Learning Goals has a lasting impact on their future success and wellbeing.

Call to Action

As you continue your important work:

• Regularly reflect on your practice in relation to Early Learning Goals
• Seek out new learning opportunities to enhance your skills
• Collaborate with colleagues to share best practices and overcome challenges
• Celebrate the small steps of progress in children’s journeys towards Early Learning Goals

By maintaining a focus on Early Learning Goals while respecting each child’s unique path, you create rich, rewarding learning experiences that set children up for future success.

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Frequently Asked Questions

Based on research of online forums, social media, and educational websites, here are some of the most frequently asked questions about Early Learning Goals:

How Do Early Learning Goals Differ from a Curriculum?

Q: Are Early Learning Goals the same as a curriculum? If not, how do they differ?

A: Early Learning Goals are not a curriculum, but rather a set of expectations for children’s development by the end of the Early Years Foundation Stage. They differ from a curriculum in several ways:

• Purpose: Early Learning Goals define the expected outcomes, while a curriculum outlines the content and activities to achieve those outcomes.
• Flexibility: Early Learning Goals allow for flexibility in how they are achieved, whereas a curriculum typically provides a more structured approach.
• Assessment: Early Learning Goals are used for assessment at the end of the reception year, while a curriculum guides ongoing teaching and learning.

Practical tip: Use Early Learning Goals to inform your curriculum planning, ensuring that your activities and experiences support children’s progress towards these outcomes.

Can Children with SEND Achieve Early Learning Goals?

Q: How do Early Learning Goals apply to children with special educational needs and disabilities (SEND)?

A: Early Learning Goals apply to all children, including those with SEND. However, the approach to supporting these children may differ:

• Individualisation: Goals may need to be broken down into smaller, achievable steps for some children with SEND.
• Adaptations: The way children demonstrate their achievement of goals might vary based on their individual needs.
• Progress focus: For children with SEND, the emphasis is often on progress relative to starting points rather than achieving a specific level.

Key point: The Early Years Foundation Stage framework emphasises the importance of inclusive practice and making reasonable adjustments to support all children’s progress towards Early Learning Goals (Department for Education [DfE], 2023).

How Often Should We Assess Progress Towards Early Learning Goals?

Q: Is there a recommended frequency for assessing children’s progress towards Early Learning Goals?

A: There’s no prescribed frequency for assessments, but ongoing observation is crucial. Best practices include:

• Daily observations: Incorporate informal observations into daily activities.
• Regular reviews: Conduct more formal reviews of progress at least once per term.
• Summative assessment: Complete the Early Years Foundation Stage Profile at the end of the reception year.

Remember: The focus should be on using observations to inform planning and support, rather than frequent formal assessments.

How Can We Support Early Learning Goals Through Home Learning?

Q: What advice can we give parents to support Early Learning Goals at home?

A: Engaging parents in supporting Early Learning Goals can significantly enhance children’s progress. Suggest the following:

1. Incorporate learning into daily routines (e.g., counting while setting the table).
2. Encourage open-ended play with household items to promote creativity and problem-solving.
3. Read regularly with children to support literacy development.
4. Engage in conversations about the world around them to support understanding and communication.

Practical tip: Provide parents with a simple guide linking everyday activities to specific Early Learning Goals.

How Do Early Learning Goals Align with Key Stage 1?

Q: How do Early Learning Goals prepare children for Key Stage 1?

A: Early Learning Goals provide a foundation for Key Stage 1 learning by:

• Developing key skills in literacy and numeracy.
• Fostering independence and self-regulation.
• Encouraging curiosity and a love of learning.
• Building social skills necessary for more formal classroom settings.

Key point: While Early Learning Goals align with future learning, it’s important to maintain a play-based, developmentally appropriate approach in the early years.

Can Technology Support Achievement of Early Learning Goals?

Q: What role does technology play in supporting Early Learning Goals?

A: Technology can support Early Learning Goals when used thoughtfully:

• Communication and Language: Apps and programs can enhance vocabulary and language skills.
• Literacy: Digital stories can support reading development.
• Mathematics: Interactive games can reinforce early numeracy concepts.
• Understanding the World: Virtual tours and educational videos can broaden children’s knowledge.

Best practice: Ensure technology use is balanced with hands-on, real-world experiences and social interactions.

How Can We Ensure Cultural Relevance in Early Learning Goals?

Q: How do we make sure our approach to Early Learning Goals is culturally inclusive?

A: Ensuring cultural relevance in implementing Early Learning Goals involves:

1. Reflecting diverse cultures in resources and activities.
2. Celebrating a variety of cultural events and traditions.
3. Inviting families to share their cultural practices and knowledge.
4. Being mindful of cultural differences in learning styles and communication.

Remember: Cultural inclusivity supports children’s sense of belonging and enhances their understanding of the world.

How Do We Balance Child-Led and Adult-Guided Activities in Achieving Early Learning Goals?

Q: What’s the right balance between child-initiated and adult-led activities for Early Learning Goals?

A: Striking the right balance is key to effective early years practice:

• Aim for a mix of child-initiated play and focused adult-guided activities.
• Use observations of children’s interests to inform adult-led activities.
• Incorporate learning opportunities into child-led play through thoughtful questioning and resource provision.

Practical tip: Plan for a 70-30 split between child-initiated and adult-led activities, adjusting based on individual children’s needs and preferences.

Further Reading and Research

Core Reference Material

• Department for Education. (2023). Statutory framework for the early years foundation stage: Setting the standards for learning, development and care for children from birth to five. GOV.UK. https://www.gov.uk/government/publications/early-years-foundation-stage-framework–2
• Standards and Testing Agency. (2023). Early years foundation stage profile handbook. GOV.UK. https://www.gov.uk/government/publications/early-years-foundation-stage-profile-handbook

These essential documents provide the official guidance and requirements for implementing the Early Years Foundation Stage and assessing children’s progress towards the Early Learning Goals. They are crucial resources for all early years practitioners and should be regularly consulted to ensure practice aligns with current statutory requirements.

Recommended Articles

• Bradbury, A. (2019). Datafied at four: the role of data in the ‘schoolification’ of early childhood education in England. Learning, Media and Technology, 44(1), 7-21. https://www.tandfonline.com/doi/full/10.1080/17439884.2018.1511577
• Pascal, C., Bertram, T., & Rouse, L. (2019). Getting it right in the Early Years Foundation Stage: a review of the evidence. Early Education. https://early-education.org.uk/wp-content/uploads/2021/12/Getting-it-right-in-the-EYFS-Literature-Review.pdf
• Wood, E. (2019). Unbalanced and unbalancing acts in the Early Years Foundation Stage: a critical discourse analysis of policy-led evidence on teaching and play from the office for standards in education in England (Ofsted). Education 3-13, 47(7), 784-795. https://www.tandfonline.com/doi/full/10.1080/03004279.2019.1622494
• Roberts-Holmes, G. (2019). School readiness, governance and early years ability grouping. Contemporary Issues in Early Childhood, 20(2), 224-225. https://journals.sagepub.com/doi/10.1177/1463949119863128

Recommended Books

• Beckley, P. (2020). Early Years Foundation Stage: Theory and Practice. SAGE Publications Ltd. https://uk.sagepub.com/en-gb/eur/early-years-foundation-stage/book266628
  • This comprehensive textbook provides a detailed overview of the Early Years Foundation Stage, including practical guidance on implementing Early Learning Goals.
• Moylett, H. (2021). Characteristics of Effective Learning: Creating and Capturing the Possibilities in the Early Years. Open University Press. https://www.mheducation.co.uk/characteristics-of-effective-learning-creating-and-capturing-the-possibilities-in-the-early-years-9780335249190-emea
  • Explores how to support children’s learning dispositions and provides practical strategies for nurturing effective learners.
• Bryce-Clegg, A. (2022). Continuous Provision in the Early Years: How to plan provision to make a difference. Bloomsbury Education. https://www.bloomsbury.com/uk/continuous-provision-in-the-early-years-9781472977991/
  • Offers practical advice on creating enabling environments that support progress towards Early Learning Goals.
• Ephgrave, A. (2018). Planning in the Moment with Young Children: A Practical Guide for Early Years Practitioners and Parents. Routledge. https://www.routledge.com/Planning-in-the-Moment-with-Young-Children-A-Practical-Guide-for-Early-Years/Ephgrave/p/book/9781138080409
  • Presents an innovative approach to planning that aligns with the spontaneous nature of children’s learning.
• Featherstone, S., & Featherstone, P. (2020). 50 Fantastic Ideas for Nursery Gardens. Bloomsbury Education. https://www.bloomsbury.com/uk/50-fantastic-ideas-for-nursery-gardens-9781472967282/
  • Provides creative ideas for outdoor learning experiences that support Early Learning Goals.

Recommended Websites

• Early Education: https://www.early-education.org.uk/
  • Offers a wealth of resources, including publications and training opportunities, focused on early years best practices.
• Foundation Years: https://foundationyears.org.uk/
  • Provides guidance, resources, and news updates relevant to the Early Years Foundation Stage.
• Communication Trust: https://ican.org.uk/
  • Offers resources and information to support children’s speech, language, and communication development.
• NRICH Early Years: https://nrich.maths.org/early-years
  • Provides engaging mathematical activities and ideas to support early numeracy development.
• The British Association for Early Childhood Education: https://www.early-education.org.uk/
  • Offers professional development opportunities, publications, and resources for early years practitioners.
• Nursery World: https://www.nurseryworld.co.uk/
  • Provides news, features, and practical advice for early years professionals, including content related to Early Learning Goals.

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Early Years TV Understanding Early Learning Goals in the EYFS: A Comprehensive Guide for Early Years Practitioners. Available at: https://www.earlyyears.tv/early-learning-goals/(Accessed: 17 April 2025).

Kathy Brodie

Kathy Brodie is an Early Years Professional, Trainer and Author of multiple books on Early Years Education and Child Development. She is the founder of Early Years TV and the Early Years Summit.

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