Personal Social and Emotional Development

Self regulation

• Develop children's sense of responsibility and feel like an active participant in the Lilly brook community

• learning that there are rules and understand why they are important

• show an awareness of behavioural expectations and boundaries 

• learn how to talk to others to solve minor conflicts

• know that some words and actions can hurt other peoples feelings

• Accept the needs of others

• tolerate delay

• supporting children to develop their understanding and labelling emotions

• we aim to support the children to develop their emotional intelligence through social stories, social puppet demonstrations, speaking to children at their level

• Engaging in communication in regards to emotion themes :empathy, kindness, motivating ourselves and peers, compassion, boundaries, resilience, effective communication of feelings and expressing how we feel.

Managing Self

• show confidence in new social situations 

• speak freely about their home and families. For children to recognise emotions, express their interests and opinions and feel that their choices matter.

• Be able to label their own emotions and be able to talk about emotions and use extenders such as "i am happy because.."

• to develop resilience and persevere through difficulty

• select and use activities and resources whilst enjoying the responsibility of carrying out small tasks

• take increasing responsibility for their own possessions and for their own personal hygiene

• begin to dress themselves independently

• sit in small group activities and large group activities whilst being involved and showing participation skills

Building relationships

• play cooperatively with others, extending and elaborating play ideas

• initiate conversations and listen to what others say

• demonstrate friendly behaviours towards adults and other children

• become more outgoing with unfamiliar people in the safe context of the setting

• begin to understand how others might be feeling.

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We believe it is important to support children to develop a strong drive to achieve through perseverance through difficulty even in the face of failure as it is ok not to win  and develop understanding of the emotional responses of others and reactions whilst developing skills to try new ways of approaching things.

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Communication and language

Listening and attention

• Listen attentively to stories.

• Join in with repeated refrains and anticipate key events and phrases in rhymes and stories.

• Understand and answer simple ‘why’ questions

• Understand a question or instruction that has more than one part.

•  Develop two-channelled attention so that they can listen and do for short periods.

• Listen and respond to ideas expressed by others.

Speaking

• Participate in small group, class and one-to-one discussions, and express their point of view.

•  Start a conversation and continue this back and forth for many turns.

• Use a range of tenses when speaking.

• Use talk to organise themselves in their play.

•  Learn and use new vocabulary.

• Ask questions to find out more, and to check they understand what has been said to them.

• Describe events in some detail.

•  Listen carefully to and join in with rhymes and songs, taking notice of how they sound.

• Learn poems, rhymes and songs

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Physical Development

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Gross Motor Skills

• Experiment with different ways of moving in order to develop their range of movement skills.

• Move freely and with confidence in a range of ways, adjusting speed and/or direction to avoid obstacles, to jump off objects and land safely and to travel with confidence and skill around, under, over and through balancing and climbing equipment.

• Walk up and down stairs using alternate feet.

• Throw and catch a large ball.

• Show increasing control when using other small apparatus.

• Skip, hop, stand on one leg and hold a pose when responding to a signal.

•  Use large muscle movements to wave flags and streamers, to paint and to make marks.

• To move appropriately to music and to remember sequences and patterns of movement which are related to music and rhythm.

•  Match their developing physical skills to tasks and activities in the setting.

• Collaborate with others to manage and move large items.

Fine Motor skills

• Learn to use one-handed tools and equipment.

• Learn to cut accurately with scissors.

• Use a comfortable grip with good control when manipulating pens and pencils.

•  Start to eat independently and to use cutlery appropriately.

• Show a preference for a dominant hand.

• Begin to show accuracy and care when drawing.

• Handle tools, objects, construction and malleable materials safely and with increasing control

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