Guidance to your child’s learning and development in the ...
Managing feelings and behaviour • I like to see grown ups’ faces and hear their voices when I am feeling upset, worried, tired or hungry. • I snuggle into grown ups that I know when I am feeling upset, worried or tired. • When I am feeling upset, I like you to hold me, rock me, speak to me or sing to me quietly and calmly.
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Guidance to your child’s learning and development …
www.foundationyears.org.ukEmotional Development Physical Development
www.foundationyears.org.uk
www.foundationyears.org.ukbirth children are already competent learners with a rich experience from which to build. The development of a Framework to support practitioners working with children from birth to three is a milestone in recognising and valuing our youngest children and the
Birth to three matters: an introduction to the framework
www.foundationyears.org.ukbirth children are already competent learners with a rich experience from which to build. The development of a Framework to support practitioners working with children from birth to three is a milestone in recognising and valuing our youngest children and the
Statutory framework for the early years foundation stage
www.foundationyears.org.ukStatutory framework for the early years foundation stage . Setting the standards for learning, development and care for children from birth to five
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Eat better, start better - foundationyears.org.uk
www.foundationyears.org.ukthere is a whole setting approach to healthy eating? •eferences in self-evaluation form demonstrating how a whole setting approach R is adopted to healthy eating across policies, procedures and practices.
Promoting and supporting healthy eating in early years ...
www.foundationyears.org.uk• Meal and snack times are used as an opportunity to talk to children about healthy eating, to help children to develop good eating habits, social skills including speaking and listening. • Staff and children eat together (where possible), and staff engage children in conversation and act as positive role models.
SEN and disability in the early years: A toolkit
www.foundationyears.org.ukP roviders must have arrangements to support children with SEN or disabilities. These arrangements should include a clear approach to identifying and responding to SEN. The benefits of early identification are widely recognised - identifying need at the earliest point, and then making effective provision, improves long term outcomes for children.
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Developing handwriting - Foundation Years
www.foundationyears.org.ukdevelop gross motor control. Fine motor control is the term used to describe smaller movements, usually of the hand and fingers (or of the feet and toes for children who communicate using touch sensitive pads with their feet). Fine motor control is best developed through activities which involve small-scale movements
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Statutory Framework for the Early Years Foundation Stage
www.foundationyears.org.ukThe Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation
Letters and Sounds: Phase Two - Foundation Years
www.foundationyears.org.ukPointing stick/hand Procedure Ask the children to tell you the sounds of the letters as you point to the letters at random. As the children become familiar with the letters, increase the speed of presentation so that the children learn to respond quickly. Sometimes ask a child to ‘be teacher’ as this gives children confidence and gives
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