Growing independence
Taking care of themselves
- Putting on/taking off their coat and shoes
- Using the toilet and washing their hands
- Getting dressed with little help, e.g. after using the toilet or doing PE
- Using cutlery (e.g. fork and spoon, chopsticks) and drinking from an open cup
- Spending time away from you, learning they can be looked after by caring adults
Play, creativity and curiosity
- Taking part in imaginative play (e.g. role play)
- Drawing, painting, colouring and sticking
- Sharing story books with caregivers, looking at pictures and talking about the characters
- Exploring the world around them (e.g. looking closely at the natural world or playing safely with objects at home)
Building relationships and communicating
Being with others
- Practising sharing and taking turns with toys
- Talking to them about how they are feeling and why
- Looking at story books together and speaking about what characters are feeling is a good way to do this
- Beginning to recognise what others are feeling, e.g. understanding if a friend is sad
- Encouraging them to set boundaries for themselves and others (e.g. knowing how to say ‘no’)
Communication and language
- Singing along with songs and nursery rhymes
- Talking happily to others about activities, experiences and the world around them
- Showing they need help by speaking clearly (in basic English or sign language)
- Recognising the pattern of their name (so they can find it on their coat peg or jacket)
Listening and engaging
- Paying attention for short periods of time
- Listening to and following simple instructions
- Carrying on with a task even when it’s difficult and bouncing back if things go wrong.
Physical development
Getting moving for at least three hours a day
- Walking up and down steps (one foot at a time, using the wall for support)
- Climbing, running, jumping and playing
- Catching a large ball (most of the time)
- Doing simple puzzles and craft activities, strengthening their grip with cutting and sticking
Healthy routines
- Going to bed around the same time each night, waking up in time to get ready for school
- Limiting screen time to the recommended daily amounts (see advice)
- Eating a healthy diet and trying new foods
- Brushing their teeth with fluoride toothpaste twice a day (you’ll need to supervise this until they are at least 7)
What should I do if I have concerns about my child’s development?
- If you’re worried about your child’s progress, talk to your childminder/nursery/pre-school team, health visitor, local children’s centre or Family Hub.
- If your child has developmental delays or SEND (suspected or confirmed), speak to their nursery, childminder, or health visitor/nursery/pre-school team well before they start Reception and discuss their needs when you are selecting schools.
- You can work with your child’s early years setting to help your child with self-care, managing emotions, social skills and communication in a way that suits their stage of development.
- You might want to share details about: their development, needs, what motivates them, what might trigger difficulties, how they learn best, and what strategies work well.
- Make sure you share important information with everyone supporting your child, including their new Reception teacher.
