EYFS Development Matters 3 &

Communication and Language Personal, Social and Emotion

• Enjoy listening to longer stories and can remember much of • Select and use activities and resources,
what happens. This helps them to achieve a goal they ha
• Pay attention to more than one thing at a time, which can be difficult. suggested to them.

• Use a wider range of vocabulary. • Develop their sense of responsibility and

community.
• Understand a question or instruction that has two parts, such as “Get
your coat and wait at the door”. • Become more outgoing with unfamiliar p
• Understand ‘why’ questions, like: “Why do you think the caterpillar their setting.
got so fat?” • Show more confidence in new social situ

• Sing a large repertoire of songs. • Play with one or more other children, ext
• Know many rhymes, be able to talk about familiar books, and be able play ideas.
to tell a long story. • Find solutions to conflicts and rivalries. F
that not everyone can be Spider-Man in t
• Develop their communication, but may continue to have problems other ideas.
with irregular tenses and plurals, such as ‘runned’ for ‘ran’, ‘swimmed’
for ‘swam’. • Increasingly follow rules, understanding
• Develop their pronunciation but may have problems saying: • Remember rules without needing an adu
- some sounds: r, j, th, ch, and sh
- multisyllabic words such as ‘pterodactyl’, ‘planetarium’ or • Develop appropriate ways of being asse
‘hippopotamus’ • Talk with others to solve conflicts.
• Talk about their feelings using words like
• Use longer sentences of four to six words.
‘worried’.
• Be able to express a point of view and to debate when they disagree
• Understand gradually how others might
with an adult or a friend, using words as well as actions.
• Start a conversation with an adult or a friend and continue it for • Be increasingly independent in meeting
many turns. brushing teeth, using the toilet, washing
• Use talk to organise themselves and their play: “Let’s go on a bus... thoroughly.
you sit there... I’ll be the driver.” • Make healthy choices about food, drink,
s 3 & 4-Year-Olds - Prime Areas
d Emotional Development Physical Development
d resources, with help when needed. • Continue to develop their movement, balancing, riding (scooters,
a goal they have chosen, or one which is trikes and bikes) and ball skills.
• Go up steps and stairs, or climb up apparatus, using alternate feet.
onsibility and membership of a • Skip, hop, stand on one leg and hold a pose for a game like
musical statues.
• Use large-muscle movements to wave flags and streamers, paint and
h unfamiliar people, in the safe context of make marks.

ew social situations. • Start taking part in some group activities which they make up for
themselves, or in teams.
children, extending and elaborating • Increasingly be able to use and remember sequences and patterns of
movements which are related to music and rhythm.
and rivalries. For example, accepting
pider-Man in the game, and suggesting • Match their developing physical skills to tasks and activities in the
setting. For example, they decide whether to crawl, walk or run across
a plank, depending on its length and width.
nderstanding why they are important.
eeding an adult to remind them. • Choose the right resources to carry out their own plan. For example,
choosing a spade to enlarge a small hole they dug with a trowel.
of being assertive. • Collaborate with others to manage large items, such as moving a long
nflicts. plank safely, carrying large hollow blocks.
ng words like ‘happy’, ‘sad’, ‘angry’ or
• Use one-handed tools and equipment, for example, making snips in
paper with scissors.
others might be feeling. • Use a comfortable grip with good control when holding pens
and pencils.
nt in meeting their own care needs, e.g. • Show a preference for a dominant hand.
ilet, washing and drying their hands
• Be increasingly independent as they get dressed and undressed, for
t food, drink, activity and toothbrushing. example, putting coats on and doing up zips.

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 EYFS Development Matters 3 &
Literacy Mathematics Und
• Understand the five key concepts about print: • Develop fast recognition of up to 3 objects, without • U
- print has meaning having to count them individually (‘subitising’). na
- print can have different purposes • Recite numbers past 5. • Ex
- we read English text from left to right and or
from top to bottom • Say one number for each item in order: 1,2,3,4,5.
- the names of the different parts of a book • Know that the last number reached when counting a • Ta
- page sequencing small set of objects tells you how many there are in vo
total (‘cardinal principle’).
• Develop their phonological awareness, so • Be
• Show ‘finger numbers’ up to 5. fa
that they can:
- spot and suggest rhymes • Link numerals and amounts: for example,
- count or clap syllables in a word showing the right number of objects to match the • Sh
- recognise words with the same initial numeral, up to 5.
sound, such as money and mother • Ex
• Experiment with their own symbols and marks as well
• Engage in extended conversations about as numerals. • P
stories, learning new vocabulary. • Solve real world mathematical problems with • U
numbers up to 5. pl
• Use some of their print and letter knowledge • Compare quantities using language: ‘more than’, • Be
in their early writing. For example: writing a ‘fewer than’. fo
pretend shopping list that starts at the top of
the page; writing ‘m’ for mummy. • Talk about and explore 2D and 3D shapes (for • Ex
• Write some or all of their name. example, circles, rectangles, triangles and cuboids) th
using informal and mathematical language: ‘sides’,
• Write some letters accurately. ‘corners’; ‘straight’, ‘flat’, ‘round’. • Ta
ch
• Understand position through words alone – for
example, “The bag is under the table,” – with • C
no pointing. di

• Describe a familiar route. • Kn

• Discuss routes and locations, using words like ‘in w
front of’ and ‘behind’. ex

• Make comparisons between objects relating to size,

length, weight and capacity.

• Select shapes appropriately: flat surfaces for

building, a triangular prism for a roof, etc.
• Combine shapes to make new ones – an arch, a
bigger triangle, etc.

• Talk about and identifies the patterns around them.

For example: stripes on clothes, designs on rugs and
wallpaper. Use informal language like ‘pointy’, ‘spotty’,
‘blobs’, etc.
• Extend and create ABAB patterns – stick, leaf,
stick, leaf.
• Notice and correct an error in a repeating pattern.
• Begin to describe a sequence of events, real or
fictional, using words such as ‘first’, ‘then...’
3 & 4-Year-Olds - Specific Areas
Understanding the World Expressive Arts and Design
• Use all their senses in hands-on exploration of • Take part in simple pretend play, using an object
natural materials. to represent something else even though they are
• Explore collections of materials with similar and/ not similar.
or different properties. • Begin to develop complex stories using small
• Talk about what they see, using a wide world equipment like animal sets, dolls and dolls
a houses, etc.
vocabulary.
• Make imaginative and complex ‘small worlds’ with
• Begin to make sense of their own life-story and blocks and construction kits, such as a city with
family’s history. different buildings and a park.

• Show interest in different occupations. • Explore different materials freely, to develop their
ideas about how to use them and what to make.
• Explore how things work. • Develop their own ideas and then decide which
well materials to use to express them.
• Plant seeds and care for growing plants.
• Join different materials and explore
• Understand the key features of the life cycle of a different textures.
plant and an animal.
• Begin to understand the need to respect and care • Create closed shapes with continuous lines, and
for the natural environment and all living things. begin to use these shapes to represent objects.
• Draw with increasing complexity and detail,
• Explore and talk about different forces such as representing a face with a circle and
) they can feel. including details.
• Talk about the differences between materials and • Use drawing to represent ideas like movement or
changes they notice. loud noises.
• Show different emotions in their drawings and
• Continue developing positive attitudes about the paintings, like happiness, sadness, fear, etc.
differences between people.
• Explore colour and colour-mixing.
• Know that there are different countries in the
world and talk about the differences they have • Listen with increased attention to sounds.
experienced or seen in photos. • Respond to what they have heard, expressing their
thoughts and feelings.
e,
• Remember and sing entire songs.
• Sing the pitch of a tone sung by another person
(‘pitch match’).
• Sing the melodic shape (moving melody, such as
up and down, down and up) of familiar songs.
• Create their own songs or improvise a song around
. one they know.
nd
ty’, • Play instruments with increasing control to express
their feelings and ideas.

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