City of Edinburgh

Council

Planning for 2-3 year

olds

August 2016

Contents Page

1. Planning for 2-3 year olds Guidelines

2. Planning Proforma for 2-3 year olds

3. Responsive Planning for 2 to 3 year olds

4. Responsive Planning for 2 to 3 year olds Example

5. Planning for 2 to 3 years Individual Next Steps in Learning

6. Building the Ambition Possible Learning Statements for 2-3

year olds

7. Transition Report: Moving from toddler to the young child

8. ‘Building the Ambition: A focus on Toddlers - what do they

need?’

9. Gross and fine motor skill development (18 months to 3

Years) tracker from “Moving to learn” course

10. Getting It Right for Every Child Wellbeing Wheel

11. ‘Up, Up and Away’ Parent Postcard

Additional materials to support practice include:

‘Up, Up and Away’ Risk and Resilience Matrix CIRCLE Collaboration

‘Up, Up and Away’ Developmental Warning Signs

‘Building the Ambition’ – The Scottish Government

‘How Good is our Early Learning and Childcare?’ -Education

Scotland

‘National Care Standards’ – Care Inspectorate

‘My World Outdoors’ - Care Inspectorate

Education Scotland Online Hub

https://education.gov.scot/improvement

Care Inspectorate Online Hub

http://hub.careinspectorate.com/

CEC Toolkits – Pre-Birth to Three and Building the Ambition

Planning for 2-3 year olds

Guidelines

Who is this for?

Planning Proforma for 2-3 year olds

This planning proforma can be used to plan for an individual child or group of

children aged 2 to 3 years.

Possible Source: Why plan this?-

Experiences will be identified and planned for in response to a variety of

sources. Identify the most appropriate source from the following:

1. Observation of the room: This refers to the learning environment, for

example how children have used resources and areas of the room, and if

anything needs to be changed to improve the learning experiences.

2. Child’s needs/assessments: as identified by an adult within the setting or

other professionals, for example, health visitors, speech and language

therapist, social workers, etc.

3. Child’s/children interest: based on something you have observed or know

about the child through consultation and observation.

4. Parent/carer information: provided by parents /carers at any point.

5. Calendar plan: seasonal and cultural festivals. Planning and providing

opportunities and resources for children to become familiar with

festivals, transitions, outings, etc.

6. Future learning (progression): continue to extend children’s learning and

development including any actions agreed from the previous plan.

Building the Ambition: Focus for Learning/Assessment

Use the page Building the Ambition Possible Learning Statements for 2-3

year olds to help you identify the learning focus. These statements are not

prescriptive; on occasion you may make up your own.

Communication: provide opportunities for children to be able to express their

own ideas and feelings, to understand and respond to other people. To ask

questions and acquire language skills. To become aware that we live in a world

full of print.

Well-being: provide opportunities for children to develop their emotional, social

and physical wellbeing. This includes: physical play indoors and outdoors,

healthy diet and eating, relationships with adults and peers, and mental

wellbeing.

Curiosity, Enquiry and Creativity: provide opportunities for children to

develop their understanding of early mathematics, problem solving, curiosity and

inquiry of the world around them. Offer opportunities to experiment with the

arts, including painting, drawing, and model making, music making, dance and role

play.

Experiences, opportunities and interactions.

Provide clear statements about what you plan to do.

Outline the learning experience, interaction and resources that would

support children’s learning and development.

Where appropriate name an adult to be responsible for the

experience/opportunity and state how the adult will support this.

Evaluation

Reflect honestly on how the planned experience, opportunity and interactions

went. What did the children learn from these experiences? Can this learning be

extended? What changes/ improvements could be made? What, if any,

progression should be undertaken to extend a child / children’s learning.

Reference can be made to the Pre-Birth to Three Key Principles: Rights of the

Child, Responsive Care, Relationships, and Respect.

If there is a child, or group of children, who would benefit from more challenge,

you can refer to Curriculum for Excellence Early Level “I can” statements for:

Health and Wellbeing, Literacy, Numeracy, Science, Religious and Moral

Education, Social Studies, Technologies and Expressive Arts.

These are available in the Early Years blog: www.tinyuurl.com/edearlyyears

Responsive Planning for 2 to 3 year olds This planning proforma can be used on a daily basis to record and to respond

appropriately to significant observations for an individual child, group of

children or area of the room.

Responsive Planning for 2 to 3 year olds Example

This is a completed example of the above.

Planning for 2 to 3 years Individual Next Steps in Learning This is an overview proforma which can be used to identify an individual child’s

next steps in learning in the three areas: Wellbeing, Communication and

Curiosity, Inquiry and Creativity. Each child should have one or similar in their

“All about me” book, PLP folder or E learning journal.

Transition Report: Moving from toddler to the young child

This can be used to provide a summary of a child’s achievements to support

progression and transition when moving to the next setting or playroom

Planning Proforma for 2-3 year olds Date: _____________

Source: 1. Observation of room 2. Child’s Need/Assessment 3. Child’s Interest 4. Parent/Carer Information 5. Calendar Plan 6. Future learning (Progression)

Pre-Birth to Three: Key Principles - Rights of the Child, Responsive Care, Relationships, Respect Curriculum for Excellence: Health and Wellbeing, Literacy, Numeracy, Science, Religious and Moral Education, Social Studies, Technologies, Expressive Arts.

Don’t forget to evaluate!

Source Why plan this?

Building the Ambition: Focus for Learning/Assessment

(I am learning to…...., I am developing……, I’m

becoming aware of …)

Experiences, Opportunities and Interactions

Wellbeing

Communication

Curiosity, Inquiry, Creativity

Wellbeing

Communication

Curiosity, Inquiry, Creativity

Wellbeing

Communication

Curiosity, Inquiry, Creativity

Evaluation and possible future learning

Date: ________________ Staff: __________________________

Wellbeing

Communication

Curiosity, Inquiry, Creativity

Wellbeing

Communication

Curiosity, Inquiry, Creativity

Wellbeing

Communication

Curiosity, Inquiry, Creativity

Responsive Planning for 2 to 3 year olds Example

P/A – Planned action I/A – Immediate action

Date

Observation

I/A

P/A

Support for learning

2/4/16

5/4/16

15/4/16

Ana has had a baby brother, and her mum has come to

show him to the rest of the children.

Michael, Ben, Iola and James have been enjoying

moving the chairs to do role play and pretend they are

on a bus.

Charlie was playing with the sand pretending to make a

cake. He used the spades and rakes as candles, then

he sang happy birthday.

I/A

P/A

I/A

Add babies in the house corner, clothes, a bath, a cot, and a

sling as Ana’s mum was carrying baby in sling and children

commented on it.

See Planning Proforma for 2-3 year olds

Add plates, candles, cupcake paper cases, etc. to the

playdough table.

Responsive Planning for 2 to 3 year olds

P/A – Planned action I/A – Immediate action

Date

Observation

I/A

P/A

Support for learning

Planning for 2 to 3 years Individual Next Steps in Learning

Name: Date:

Next steps Opportunities / experiences Progress

Wellbeing

Communication

Curiosity, Inquiry and

Creativity

Transition Report: Moving from toddler to the young child

Name of Early Years Centre

Child’s Name:

Date of Birth:

Date of Admission:

Parent / Carers:

Primary School/ Early learning and childcare

setting:

Sessions / week:

AM/ PM/ FT

Getting it Right

Is there a child’s plan in place

Yes No

If Yes please attach relevant information

Are there other professionals involved with this child and their family

Yes No

Please give details:

Is English the first language

Yes No Please specify

Is there any health and medical information for this child that staff should be aware of (e.g.

allergies, asthma, wears glasses)

Yes No

Please give details or attach relevant information

Describe any factors which may impact on settling into the new setting

photograph

Communication

Wellbeing

Curiosity, enquiry and creativity

Comments from parents / carers

You may wish to describe your child’s strengths / interests and include any questions or

concerns you have about the transition.

Comments from Parents / Carers Date:

Date:

Staff signature Designation

Parent/carer signature

Please return to school /centre by

……………………………………………………………………………………

Building the Ambition: A focus on Toddlers - what do they need? 7.4.1 Wellbeing - Essential aspects which drive early learning

Experiences which: Adults who: An environment which is:

1. Give daily access to the outside to look at

and investigate the immediate environment

which helps the toddler to feel settled, happy

and promotes a response from the toddler to

show others how they feel.

2. Encourage the toddler to wait their turn

with their friends in short games, for example,

being outside and having the patience to wait

for a turn on a bike, or dig in the garden.

3. Encourage the toddler to walk, jump and run

with support if necessary.

4. Support the toddler to understand their

emotions of feeling happy, sad, frustrated,

calmly and reasonably.

5. Encourage toddlers to be socially

comfortable with others by “reading” the

messages a friend may give, for example, being

unhappy, sad or upset and trying to resolve this

perhaps by sharing a special toy or book or

giving a hug.

6. Develop physical skills by building with

blocks, strengthening muscles by moving in and

around objects inside and outside.

1. Understand the toddler’s own needs and

preferences; for example, when the toddler is

in a bigger group and how they may react, or

when there are too many people around or it is

too noisy.

2. Know what helps the toddler feel secure and

settled or when they need to be on their own

for a short time.

3. Help the toddler’s growing awareness of

their emotions. Give confidence and

encouragement to the toddler at snack time or

lunchtime by sitting with them at the toddler’s

level and not standing apart.

4. Understand the toddler’s emotional

outbursts and don’t get annoyed or angry.

1. Clean, comfortable and has floorcoverings

which do not get in the way of the toddler

standing up and walking.

Suitable for quiet restful times and sleep,

ensures privacy and dignity for personal care.

2. Spacious and a layout with clear pathways

and not cluttered with tables, to encourage the

toddler to move from area to area safely.

3. Set up with care so toddlers can play

together in different areas but has the

security of the familiar and favourite places to

be, such as the home corner.

4. Aware of providing materials and toys for

toddlers to use to find out how they move or

what they are used for.

5. Helpful for the toddler to understand the

needs of other toddlers in their group and

encourages a growing awareness of playing

alongside and together with friends

Building the Ambition: A focus on Toddlers - what do they need? 7.4.2 Communication - Essential aspects which drive early learning

Experiences which:

Adults who: An environment which:

1. Provide interesting objects to touch which

encourage questions and language.

2. Encourage verbal games, learning rhymes and

an abundance of stories.

3. Provide a well-resourced home corner and/or

other role play areas which combine familiar

items with new objects to widen experiences

for the toddler for example, pictorial stories

or cards.

4. Give opportunities for the toddler to listen

both to adults and other children using

gestures, visual clues and active involvement to

encourage the toddler to participate and

explore language.

5. Introduce a widening range of items to make

marks, draw, paint, and dress up.

1. Engage the toddler in conversations with

interesting things to say and do.

2. Take account of a child’s home language and

who make every effort to incorporate this into

daily conversations.

3. Encourage toddlers to initiate conversations

and who extend these by asking well thought

out questions.

4. Appreciate that toddlers have a limited

capacity to sit in formal groups for prolonged

periods of time.

5. Explain and model new words with the

correct level of challenge to extend the

toddler’s grasp of language.

6. Share writing for everyday purposes,

explaining why and pointing out signs and

symbols and what they mean.

7. Talk about and show interest in what is

happening at the child’s home and in their life

out with the setting.

1. Encourages and values conversations through

play and real life contexts inside and out of

doors.

2. Gives opportunities to talk and to listen in a

calm and unhurried way.

3. Provides resources which are interesting

and stimulate questions and encourage children

to communicate with each other.

4. Gives space to play together, a layout which

encourages children to move around with

attractive book areas, opportunities to draw

and mark make.

5. Is rich in environmental print.

6. Provides a range of good quality storybooks,

both fiction and nonfiction, magazines and

cards.

7. Offers a range of play and real life

experiences which encourages children to

describe, explain and ask questions.

Building the Ambition: A focus on Toddlers - what do they need? 7.4.3 Promoting curiosity, inquiry and creativity - Essential aspects which drive early learning Experiences which: Adults who: An environment which:

1. Help the toddler to see how things work, how

objects can be moved and transported around;

how similar things can be grouped together;

how things balance.

2. Give the toddler time and space to be

involved in their own schematic play and adults

who support this.

3. Provide resources that toddlers enjoy, such

as bags, boxes and containers to put smaller

items in, to move, empty out, and scatter

about.

4. Give opportunities to mix and combine messy

materials.

5. Provide appropriate resources for the

toddler to make clear marks with the correct

tools and equipment, paint and appropriate

sizes of brush; and a selection of paper which

is neatly arranged and used appropriately with

care and attention which value the child’s

efforts.

6. Give the toddler experience of everyday

activities, splashing in puddles, being blown by

the wind, digging holes, making collections of

stones or natural objects or items that a child

may feel are special.

1. Encourage the toddler’s curiosity and ensure

the environment is interesting enough and safe.

2. Are aware that the simplest of activities to

an adult are often full of potential for a

toddler.

3. Observe sensitively and intervene when

necessary to extend the toddler’s thinking

without over-direction and who do not

interrupt moments of intense concentration.

4. Use techniques such as wondering aloud,

explaining what is happening but all the time

allowing the toddler to find out for them what

will happen next.

5. Know when to stand back and allow the

toddler to try things out, and the moment

when a toddler will be receptive to support.

6. Use their skills by reminding, sharing and

keeping previous accomplishments of the

toddler as a basis for new learning.

1. Is interesting and filled with opportunities

which help the toddler to explore and inquire;

for example, the properties of sand and water,

clay, paint.

2. Has furniture which is sensitively organised

to give space for the toddler to move around

safely. Objects placed within the reach of the

toddler.

3. Gives frequent access to resources with

which a toddler shows interest until they come

to a self-satisfying conclusion for themselves.

4. Allows access to outside areas, walks and

visits to extend the toddler’s curiosity and

interest in their immediate world.

5. Gives space to build, construct and take

things apart and time to practise these skills

over and over again.

Building the Ambition

Possible Learning Statements for 2-3 year olds Communication

Listening and Talking I enjoy listening to stories. I am learning to sit well and listen in a small group for short periods of time. I am learning to follow simple instructions. I am learning to put together simple sentences. My speech sounds are becoming clearer. I am beginning to be able to express my needs. I am learning to ask simple questions. I am learning to take part in verbal games, and learning familiar rhymes and songs. I am learning to point to items/objects/pictures and name them. I can use language in a variety of play situations.

Pre-writing skills I have fun making marks on different surfaces and using different materials. I am developing my fine motor skills through activities such as playdough, whisking, picking up small objects etc.

Pre-reading skills I am beginning to recognise the link between the written and the spoken word. I enjoy looking at books with an adult. I am beginning to notice print in my environment. I am learning to recognise my own name.

Wellbeing

Physical Wellbeing I enjoy energetic outdoor play. I am developing my own body awareness and can name some body parts, with the use of games and songs. I am learning to balance using a variety of equipment indoors and outdoors. I am developing my eye-hand co-ordination while having fun with balls, bean bags, balloons, and construction materials etc. I am learning to become independent in my personal care. I am learning the importance of looking after myself, (brushing teeth, washing hands). I am learning that some foods are healthy for me.

Social and Emotional Wellbeing I am beginning to feel secure and settled at nursery. I am getting to know the people who look after me at nursery, and they are getting to know me. I am learning to play co-operatively with others. I am learning to take turns and share. I am learning the rules and routines of my nursery. I am learning to be kind to my friends and understand what makes them sad or happy. I am becoming aware of my emotions and am learning different ways to express them. I am learning to make choices throughout my day using visual aids and props. I am learning that there are a lot of people around us who help us, like police, doctors, nurses and firefighters. I am learning that people in our community have different jobs, such as shop keepers, bus driver, teachers, etc. I am learning about my family and I am beginning to understand that all the families are different. I am learning that everyone is different.

Food I enjoy trying different foods. I am learning about how we eat different foods in different social situations, for example: Christmas, Eid celebrations, a picnic, etc. I am learning to handle and taste different foods. I am learning some foods are very good for us and others are not so good for us.

Curiosity, Inquiry and Creativity

Pre-Maths skills I enjoy taking part in number songs and games. I am learning to match objects 1:1. I am learning to recognise numbers in my nursery environment through play. I am learning to understand what is the same, and what is different. I am learning to sort by various criteria, such as size and colour. I am learning to manipulate and explore 3D objects and 2D shapes in my environment. I am learning basic problem solving, for example: using different types of puzzles, shape sorters, stacking cups etc. I enjoy exploring different ways to measure such as measuring volume when baking (2 cups of flour, 1 of salt), measuring our height, exploring different sizes of containers at the water tray or sand tray.

Science I am learning to explore and inquire about the properties of sand, water, clay, paint and playdough through sensory play. I am learning about the different routines we have throughout our day. I am learning about the seasons through exploring the changes in our outdoor environment. I enjoy the wonder of nature, such as splashing in puddles, being blown by the wind, digging holes, making collections of stones or other natural objects. I enjoy taking part in planting activities and am learning about what plants need to grow. I am learning about the animal world, through stories, role play and real life experiences. I enjoy exploring resources such as bags, boxes and containers to put smaller items in, to move, empty out, and to scatter about. I enjoy exploring resources and making them change shape while: twisting, rolling, bending, squeezing, stretching, blowing, etc. I enjoy exploring resources which I can push and pull.

Visual Art I am learning to explore a variety of materials to create different marks and textures, using coloured sand, shiny paper, pulses, natural materials, corks etc. I am experimenting with different types of tools to make marks and create art, such as brushes, sponges, chalk, finger painting, feathers, cotton buds etc. I am learning to use junk modelling to make my own creations using different joining methods (sticky tape, glue, stickers, string). I am learning to follow simple routines in the art area, such as putting my name label on my work, wearing an apron, washing my hands afterwards.

Dance I am enjoying the freedom to explore different ways I can move my body to music. I can respond to different kinds of music with my body (fast, slow, relaxing, upbeat, etc.). I am learning to be part of a group in dance experiences and games.

Music I am learning to sing along with nursery rhymes, songs, chants and singing games from different countries and cultures. I am exploring how to play simple percussion instruments and clap along with different styles of music. I am developing an awareness of sounds such as loud/quiet, fast/slow, sound/silence, whisper/talking.

Drama I am exploring how to use my voice in role play in the nursery, for example. small world, house corner, puppets. I enjoy dressing up to explore real and imaginary situations in my nursery. (People who help us, characters from popular stories etc.). I enjoy being part of a performance with my friends, and also being part of an audience.

Gross and fine motor skill development

Taken from Moving to Learn

18 months to 3 years

Gross motor skills

I can walk well with feet only slightly apart, starts and stops safely

I no longer need to hold my hands out in extension when I walk

I can run carefully, my head is in the midline, I still find running around obstacles difficult.

I can push and pull toys or boxes along the floor

I can carry a large teddy or doll while I am walking

I can back into a small chair or slides in sideways to seat self.

I can climb forwards into an adult chair, then turn around and sit.

I can walk upstairs with a helping hand and sometimes downstairs

I can kneel upright on a flat surface without support

I can pick up a toy from the floor, flexing knees and hips and rising to feet using hands for support

I can move without support from a squatting position to standing

I can run safely on the whole foot, stopping and starting with ease and avoiding obstacles

I can squat with complete steadiness to rest or to play with an object on the ground and then rise to feet

without using hands

I can jump on the spot after a demonstration

I can jump two feet together from a low step

I can push and pull large wheeled toys easily, forwards.

I can walk backwards pulling a handle

I can climb on apparatus, chair and climb down again

I can climb up and down stairs, 2 feet to a step, holding on

I can kick a large ball but generally lopsidedly

I can throw a ball, stiffly from body level

I can sit on a trike and propel vehicle forwards with feet on the floor

Fine motor skills

I can point to known objects

I can build a tower of three or more bricks

I can use a delicate pincer grasp to pick up a small object

I enjoy simple picture books, often recognising and pointing to items on page

I can turn several pages at a time.

I can pick up tiny objects accurately and quickly, placing down neatly

I can build a tower a six or more blocks with a longer concentration span

I enjoy picture books and can turn the pages singly

I enjoy making marks on paper

Sensory

I can recognise familiar face at a distance

I realise that I am looking at myself in the mirror

I can play without putting objects to my mouth to explore them

I am beginning to recognise familiar people in photographs after being shown them once, but not yet recognise

themselves in photographs

I can listen to general conversations with interest

I can recognise small details in picture books

I can recognise myself in photographs

Self-care and independence

I can hold spoon and put safely in mouth, although I may play with food

I can hold a cup between both hands without much spilling

I can assist with dressing e.g taking off shoes, hat

I am beginning express that I need the toilet

I can eat skilfully with spoon and may use a fork

I can pull down pants when using the toilet, but find it hard to pull them up

I attempt to express toilet needs, within reasonable time, but am still unreliable

I can ask for food and drink

I can lift open cup and drink well without spilling

I can replace my cup on the table with appropriate force with no spillage

Getting it Right for Every Child Well Being Wheel

Parent Postcard from ‘Up Up and Away’ CIRCLE Collaborative