This is possibly the longest post ever in the history of mumsnet but here is the entire EYFS
I am an EYP and think the playgroup have a very old-fashioned view of school readiness. Op, I wouldn't worry about your DS- he sounds fine to me- writing and number work are not essentil before school- but being motivated and interested in learning are.
PSED Making relationships Self Confidence and self awareness Managing feelings and behaviour
0-11
months
1 Enjoys the company of others and seeks contact with others from birth.
2 Gazes at faces and copies facial movements. Eg. sticking out tongue, opening mouth and widening eyes.
3 Responds when talked to, for example, moves arms and legs, changes facial expression, moves body and makes mouth movements.
4 Recognises and is most responsive to main carer?s voice; face brightens, activity increases when familiar carer appears.
5 Likes cuddles and being held: calms, snuggles in, smiles, gazes at carer?s face or strokes carer?s skin. 1 Laughs and gurgles, eg. shows pleasure at being tickled and other physical interactions.
2 Uses voice, gesture, eye contact and facial expression to make contact with people and keep their attention. 1 Is comforted by touch and people?s faces and voices.
2 Seeks physical and emotional comfort by snuggling into trusted adults.
3 Calms from being upset when held, rocked, spoken or sung to with soothing voice.
4 Shows a range of emotions such as pleasure, fear and excitement.
5 Reacts emotionally to other people?s emotions, eg smiles when smiled at and becomes distressed if hears another child crying.
8-20
months
6 Seeks to gain attention in a variety of ways, drawing others into social interaction.
7 Builds relationships with special people.
8 Is wary of unfamiliar people.
9 Interacts with others and explores new situations when supported by familiar person.
10 Shows interest in the activities of others and responds differently to children and adults, eg. may be more interested in watching children than adults or may pay more attention when children talk to them. 3 Enjoys finding own nose, eyes or tummy as part of naming games.
4 Learns that own voice and actions have effects on others.
5 Uses pointing with eye gaze to make requests, and to share an interest.
6 Engages other person to help achieve a goal, eg. to get an object out of reach. 6 Uses familiar adult to share feelings such as excitement or pleasure, and for ?emotional refuelling? when feeling tired, stressed or frustrated.
7 Growing ability to soothe themselves, and may like to use a comfort object.
8 Cooperates with caregiving experiences eg. dressing.
9 Beginning to understand ?yes?, ?no? and some boundaries.
16-26
months
11 Plays alongside others. 12 Uses a familiar adult as a secure base from which to explore independently in new environments, eg. ventures away to play and interact with others, but returns for a cuddle or reassurance if becomes anxious. 13 Plays cooperatively with a familiar adult, eg. rolling a ball back and forth. 7 Explores new toys and environments but ?checks in? regularly with familiar adults as and when needed.
8 Gradually able to engage in pretend play with toys (supports child to understand their own thinking may be different from others).
9 Demonstrates sense of self as an individual eg. wants to do things independently says ?No? to adult. 10 Is aware of others feelings, for example, looks concerned if hears crying or looks excited if hears a familiar happy voice.
11 Growing sense of will and determination may result in feelings of anger and frustration which are difficult to handle, eg. may have tantrums.
12 Responds to a few appropriate boundaries, with encouragement and support.
13 Beings to learn that some things are theirs, some things are shared, and some things belong to other people.
22-36
months
14 Interested in others play and starting to join in.
15 Seeks out others to share experiences.
16 Shows affection and concern for people who are special to them.
17 May form a special friendship with another child.
10 Separates from main carer with support and encouragement from a familiar adult.
11 Expresses own preferences and interests. 14 Seeks comfort from familiar adults when needed.
15 Can express their own feelings such as sad, happy, cross, scared, worried.
16 Responds to the feelings and wishes of others.
17 Aware that some actions can hurt or harm others.
18 Tries to help or give comfort when others are distressed.
19 Shows understanding and cooperates with some boundaries and routines.
20 Can inhibit own actions/behaviours eg. stop themselves from doing something they shouldn?t do.
21 Growing ability to distract self when upset, eg by engaging in a new play activity.
30-50
months
18 Can play in a group, extending and elaborating play ideas eg. building up a role-play activity with other children.
19 Initiates play, offering cues to peers to join them.
20 Keeps play going by responding to what others are saying or doing.
21 Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.
12 Can select and use activities and resources with help.
13 Welcomes and values praise for what they have done.
14 Enjoys responsibility of carrying out small tasks.
15 Is more outgoing towards unfamiliar people and more confident in new social situations.
16 Confident to talk to other children when playing, and will communicate freely about own home and community.
17 Shows confidence in asking adults for help.
22 Aware of own feelings, and knows that some actions and words can hurt others? feelings.
23 Begins to accept the needs of others and can take turns and share resources, sometimes with support from others.
24 Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met.
25 Can usually adapt behaviour to different events, social situations and changes in routine.
40-60 +
months
22 Initiates conversations, attends to and takes account of what others say.
23 Explains own knowledge and understanding, and asks appropriate questions of others.
24 Takes steps to resolve conflicts with other children, eg finding a compromise. 18 Confident to speak to others about own needs, wants, interests and opinions.
19 Can describe self in positive terms and talk about abilities. 26 Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.
27 Aware of the boundaries set, and of behavioural expectations in the setting.
28 Beginning to be able to negotiate and solve problems without aggression, eg. when someone has taken their toy.
Early
Learning
Goals Children play co-operatively taking turns with others. They take account of one another?s ideas about how to organise their activity. They show sensitivity to others? needs and feelings, and form positive relationships with adults and other children. Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don?t need help. Children talk about how they and others show feelings, talk about their own and others? behaviour and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
CL Listening and Attention Understanding Speaking
0-11 months
1 Turns toward a familiar sound then locates range of sounds with accuracy.
2 Listens to, distinguishes and responds to intonations and sounds of voices.
3 Reacts in interaction with others by smiling, looking and moving.
4 Quietens or alerts to the sound of speech.
5 Looks intently at a person talking, but stops responding if speaker turns away.
6 Listens to familiar sounds, words, or finger plays.
7 Fleeting Attention ? not under child?s control, new stimuli takes whole attention. 1 Stops and looks when hears own name.
2 Starts to understand contextual clues, e.g. familiar gestures, words and sounds. 1 Communicates needs and feelings in a variety of ways including crying, gurgling, babbling and squealing.
2 Makes own sounds in response when talked to by familiar adults.
3 Lifts arms in anticipation of being picked up.
4 Practises and gradually develops speech sounds (babbling) to communicate with adults; says sounds like ?baba, nono, gogo.
8 ? 20
months
8 Moves whole bodies to sounds they enjoy, such as music or a regular beat.
9 Has a strong exploratory impulse.
10 Concentrates intently on an object or activity of own choosing for short periods.
11 Pays attention to dominant stimulus ? easily distracted by noises or other people talking.
3 Developing the ability to follow others? body language, including pointing and gesture.
4 Responds to the different things said when in a familiar context with a special person (e.g. ?Where?s Mummy??, ?Where?s your nose??).
5 Understanding of single words in context is developing, e.g. ?cup?, ?milk?, ?daddy?. 5 Uses sounds in play, e.g. ?brrrm? for toy car.
6 Uses single words.
7 Frequently imitates words and sounds.
8 Enjoys babbling and increasingly experiments with using sounds and words to communicate for a range of purposes (e.g. teddy, more, no, bye-bye.)
9 Uses pointing with eye gaze to make requests, and to share an interest.
10 Creates personal words as they begin to develop language.
16-26 months
12 Listens to and enjoys rhythmic patterns in rhymes and stories.
13 Enjoys rhymes and demonstrates listening by trying to join in with actions or vocalisations.
14 Rigid attention ? may appear not to hear. 6 Selects familiar objects by name and will go and find objects when asked, or identify objects from a group.
7 Understands simple sentences (e.g. ?Throw the ball.?) 11 Copies familiar expressions, e.g. ?Oh dear?, ?All gone?.
12 Beginning to put two words together (e.g. ?want ball?, ?more juice?).
13 Uses different types of everyday words (nouns, verbs and adjectives, e.g. banana, go, sleep, hot).
14 Beginning to ask simple questions.
15 Beginning to talk about people and things that are not present.
22-36 months
5 Listens with interest to the noises adults make when they read stories.
16 Recognises and responds to many familiar sounds, e.g. turning to a knock on the door, looking at or going to the door.
17 Shows interest in play with sounds, songs and rhymes.
18 Single channelled attention. Can shift to a different task if attention fully obtained ? using child?s name helps focus. 8 Identifies action words by pointing to the right picture, e.g., ?Who?s jumping??
9 Understands more complex sentences, e.g. ?Put your toys away and then we?ll read a book.?
10 Understands ?who?, ?what?, ?where? in simple questions (e.g. Who?s that/can? What?s that? Where is.?).
11 Developing understanding of simple concepts (e.g. big/little). 16 Uses language as a powerful means of widening contacts, sharing feelings, experiences and thoughts.
17 Holds a conversation, jumping from topic to topic.
18 Learns new words very rapidly and is able to use them in communicating.
19 Uses gestures, sometimes with limited talk, e.g. reaches toward toy, saying ?I have it?.
20 Uses a variety of questions (e.g. what, where, who).
21 Uses simple sentences (e.g.? Mummy gonna work.?)
22 Beginning to use word endings (e.g. going, cats).
30 ? 50 months
19 Listens to others one to one or in small groups, when conversation interests them.
20 Listens to stories with increasing attention and recall.
21 Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
22 Focusing attention ? still listen or do, but can shift own attention.
23 Is able to follow directions (if not intently focused on own choice of activity). 12 Understands use of objects (e.g. ?What do we use to cut things??)
13 Shows understanding of prepositions such as ?under?, ?on top?, ?behind? by carrying out an action or selecting correct picture.
14 Responds to simple instructions, e.g. to get or put away an object.
15 Beginning to understand ?why? and ?how? questions. 23 Beginning to use more complex sentences to link thoughts (e.g. using and, because).
24 Can retell a simple past event in correct order (e.g. went down slide, hurt finger).
25 Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences.
26 Questions why things happen and gives explanations. Asks e.g. who, what, when, how.
27 Uses a range of tenses (e.g. play, playing, will play, played).
28 Uses intonation, rhythm and phrasing to make the meaning clear to others.
29 Uses vocabulary focused on objects and people that are of particular importance to them.
30 Builds up vocabulary that reflects the breadth of their experiences.
31 Uses talk in pretending that objects stand for something else in play, e,g, ?This box is my castle.?
40-60 months
24 Maintains attention, concentrates and sits quietly during appropriate activity.
25 Two-channelled attention ? can listen and do for short span. 16 Responds to instructions involving a two-part sequence.
17 Understands humour, e.g. nonsense rhymes, jokes.
18 Able to follow a story without pictures or props.
19 Listens and responds to ideas expressed by others in conversation or discussion.
32 Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words.
33 Uses language to imagine and recreate roles and experiences in play situations.
34 Links statements and sticks to a main theme or intention.
35 Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.
36 Introduces a storyline or narrative into their play.
Early Learning Goals
Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments,
questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Children follow instructions involving several ideas or actions. They answer ?how? and ?why? questions about their experiences and in response to stories or events. Children express themselves effectively, showing
awareness of listeners? needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future.
They develop their own narratives and explanations by connecting ideas or events
PD Moving and Handling Health and self-care
0-11 Months
1 Turns head in response to sounds and sights.
2 Gradually develops ability to hold up own head.
3 Makes movements with arms and legs which gradually become more controlled.
4 Rolls over from front to back, from back to front.
5 When lying on tummy becomes able to lift first head and then chest, supporting self with forearms and then straight arms.
6 Watches and explores hands and feet, e.g. when lying on back lifts legs into vertical position and grasps feet.
7 Reaches out for, touches and begins to hold objects.
8 Explores objects with mouth, often picking up an object and holding it to the mouth. 1 Responds to and thrives on warm, sensitive physical contact
and care.
2 Expresses discomfort, hunger or thirst.
3 Anticipates food routines with interest.
8-20 months
9 Sits unsupported on the floor.
10 When sitting, can lean forward to pick up small toys.
11 Pulls to standing, holding on to furniture or person for support.
12 Crawls, bottom shuffles or rolls continuously to move around.
13 Walks around furniture lifting one foot and stepping sideways (cruising), and walks with one or both hands held by adult.
14 Takes first few steps independently.
15 Passes toys from one hand to the other.
16 Holds an object in each hand and brings them together in the middle, e.g. holds two blocks and bangs them together.
17 Picks up small objects between thumb and fingers.
18 Enjoys the sensory experience of making marks in damp sand, paste or paint.
19 Holds pen or crayon using a whole hand (palmar) grasp an and makes random marks with different strokes. 4 Opens mouth for spoon.
5 Holds own bottle or cup.
6 Grasps finger foods and brings them to mouth.
7 Attempts to use spoon: can guide towards mouth but food often falls off.
8 Can actively cooperate with nappy changing (lies still, helps hold legs up).
9 Starts to communicate urination, bowel movement.
16-26 months
20 Walks upstairs holding hand of adult.
21 Comes downstairs backwards on knees (crawling).
22 Beginning to balance blocks to build a small tower.
23 Makes connections between their movement and the marks they make. 10 Develops own likes and dislikes in food and drink.
11 Willing to try new food textures and tastes.
12 Holds cup with both hands and drinks without much spilling.
13 Clearly communicates wet or soiled nappy or pants.
14 Shows some awareness of bladder and bowel urges.
15 Shows awareness of what a potty or toilet is used for.
16 Shows a desire to help with dressing/undressing and hygiene routines.
22-36 months
24 Runs safely on whole foot.
25 Squats with steadiness to rest or play with object on the
ground, and rises to feet without using hands.
26 Climbs confidently and is beginning to pull themselves up on nursery play climbing equipment.
27 Can kick a large ball.
28 Turns pages in a book, sometimes several at once.
29 Shows control in holding and using jugs to pour, hammers,
books and mark-making tools.
30 Beginning to use three fingers (tripod grip) to hold writing tools.
31 Imitates drawing simple shapes such as circles and lines.
32 Walks upstairs or downstairs holding onto a rail two feet to a step.
33 May be beginning to show preference for dominant hand. 17 Feeds self competently with spoon.
18 Drinks well without spilling.
19 Clearly communicates their need for potty or toilet.
20 Beginning to recognise danger and seeks support of significant adults for help.
21 Helps with clothing, e.g. puts on hat, unzips zipper on jacket, takes off unbuttoned shirt.
22 Beginning to be independent in self-care, but still often needs
adult support.
30-50
Months
34 Moves freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping.
35 Mounts stairs, steps or climbing equipment using alternate feet.
36 Walks downstairs, two feet to each step while carrying a small object.
37 Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles.
38 Can stand momentarily on one foot when shown.
39 Can catch a large ball.
40 Draws lines and circles using gross motor movements.
41 Uses one-handed tools and equipment, e.g. makes snips in paper with child scissors.
42 Holds pencil between thumb and two fingers, no longer using whole-hand grasp.
43 Holds pencil near point between first two fingers and thumb and uses it with good control.
44 Can copy some letters, e.g. letters from their name. 23 Can tell adults when hungry or tired or when they want to rest or play.
24 Observes the effects of activity on their bodies.
25 Understands that equipment and tools have to be used safely.
26 Gains more bowel and bladder control and can attend to toileting needs most of the time themselves.
27 Can usually manage washing and drying hands.
28 Dresses with help, e.g. puts arms into open-fronted coat or shirt when held up, pulls up own trousers, and pulls up zipper once it is fastened at the bottom.
40-60
Months
45 Experiments with different ways of moving.
46 Jumps off an object and lands appropriately.
47 Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.
48 Travels with confidence and skill around, under, over and through balancing and climbing equipment.
49 Shows increasing control over an object in pushing, patting, throwing, catching or kicking it.
50 Uses simple tools to effect changes to materials.
51 Handles tools, objects, construction and malleable materials safely and with increasing control.
52 Shows a preference for a dominant hand.
53 Begins to use anticlockwise movement and retrace vertical lines.
54 Begins to form recognisable letters.
55 Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed. 29 Eats a healthy range of foodstuffs and understands need for variety in food.
30 Usually dry and clean during the day.
31 Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.
32 Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks.
33 Shows understanding of how to transport and store equipment safely.
34 Practices some appropriate safety measures without direct supervision.
Early
Learning
Goals Children show good control and co-ordination in large and small movements.
They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene
and personal needs successfully, including dressing and going to the toilet independently.
Literacy Reading Writing
0-11 Months
1 Enjoys looking at books and other printed material with familiar people.
Children?s later writing is based on skills and understandings
which they develop as babies and toddlers. Before they
can write, they need to learn to use spoken language to
communicate. Later they learn to write down the words they
can say. (See the roots of Writing in Communication and
language).
Early mark-making is not the same as writing.It is a sensory
and physical experience for babies and toddlers, which they do
not yet connect to forming symbols which can communicate
meaning.(See roots of mark-making and handwriting in Playing
and exploring and Physical Development).
8-20 months
2 Handles books and printed material with interest.
16-26 months
3 Interested in books and rhymes and may have favourites.
22-36 months
4 Has some favourite stories, rhymes, songs, poems or jingles.
5 Repeats words or phrases from familiar stories.
6 Fills in the missing word or phrase in a known rhyme, story or game, e.g. ?Humpty Dumpty sat on a ??. 1 Distinguishes between the different marks they make.
30-50
Months
7 Enjoys rhyming and rhythmic activities.
8 Shows awareness of rhyme and alliteration.
9 Recognises rhythm in spoken words.
10 Listens to and joins in with stories and poems, one-to-one and also in small groups.
11 Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
12 Beginning to be aware of the way stories are structured.
13 Suggests how the story might end.
14 Listens to stories with increasing attention and recall.
15 Describes main story settings, events and principal characters.
16 Shows interest in illustrations and print in books and print in the environment.
17 Recognises familiar words and signs such as own name and advertising logos.
18 Looks at books independently.
19 Handles books carefully.
20 Knows information can be relayed in the form of print.
21 Holds books the correct way up and turns pages.
22 Knows that print carries meaning and, in English, is read from left to right and top to bottom. 2 Sometimes gives meaning to marks as they draw and paint.
3 Ascribes meanings to marks that they see in different places.
40-60
Months
23 Continues a rhyming string.
24 Hears and says the initial sound in words.
25 Can segment the sounds in simple words and blend them together and knows which letters represent some of them.
26 Links sounds to letters, naming and sounding the letters of the alphabet.
27 Begins to read words and simple sentences.
28 Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.
29 Enjoys an increasing range of books.
30 Knows that information can be retrieved from books and computers. 4 Gives meaning to marks they make as they draw, write and paint.
5 Begins to break the flow of speech into words.
6 Continues a rhyming string.
7 Hears and says the initial sound in words.
8 Can segment the sounds in simple words and blend them together.
9 Links sounds to letters, naming and sounding the letters of the alphabet.
10 Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.
11 Writes own name and other things such as labels,captions.
12 Attempts to write short sentences in meaningful contexts.
Early
Learning
Goals Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common
irregular words. They demonstrate understanding when talking with others about what they have read. Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and theirs. Some words are spelt correctly and others are phonetically plausible.
but sometimes their knowledge of their child is not good enough