Developmental milestones and the EYLF/NQS 8 to 12 months continued EYLF/NQS Cognitive moves obstacle to get at desired toy bangs two objects held in hands together responds to own name makes gestures to communicate and to symbolise objects, e.g. points to something they want seems to understand some things parent or familiar adults say to them drops toys to be retrieved, handed back, then dropped again/looks in direction of dropped toy smiles at image in mirror likes playing with water interest in picture books understands gestures/responds to ‘bye bye’ listens with pleasure to sound-making toys and music notices difference and surprise EYLF Outcome 4: Children are confident and involved learners - Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating. E.g. “Provide babies and toddlers with resources that offer challenge, intrigue and surprise, support their investigations and share their enjoyment.” (p.35) NQS: Areas 1, 5, 6 Language responds to own name called, family names and familiar objects babbles tunefully says words like ‘dada’ or ‘mama’ waves goodbye imitates hand clapping imitates actions and sounds enjoys finger-rhymes shouts to attract attention vocalises loudly using most vowels and consonants - sounding like conversation EYLF Outcome 1: Children have a strong sense of identity - Children develop knowledgeable and confident self-identities. E.g. “share children’s successes with families.” (p.23) NQS: Areas 1, 5 Seek advice if: is not responsive to carers is not babbling and making sounds is not beginning to sit, crawl, or pull to stand is not playing with feet, swapping objects between hands is not interested in holding toys is not learning to eat solids NQS: Areas 1, 5, 6, 7
Developmental milestones and the EYLF/NQS 2 to 3 years continued EYLF/NQS Cognitive builds tower of five to seven objects lines up objects in ‘train’ fashion recognises and identifies common objects and pictures by pointing enjoys playing with sand, water, dough; explores what these materials can do more than making things with them uses symbolic play, e.g. use a block as a car shows knowledge of gender-role stereotypes identifies picture as a boy or girl engages in making believe and pretend play begins to count with numbers recognises similarities and differences imitates rhythms and animal movements becoming aware of space through physical activity can follow two or more directions EYLF Outcome 5: Children are effective communicators - Children engage in a range of texts and gain meaning from these texts. E.g. “Take on roles of literacy and numeracy users in their play.” (p.41) NQS: Areas 1, 3, 5 Language uses two or three words together, e.g. “go potty now” ‘explosion’ of vocabulary and use of correct grammatical forms of language refers to self by name and often says ‘mine’ asks lots of questions uses pronouns and prepositions, simple sentences and phrases labels own gender copies words and actions makes music, sing and dance likes listening to stories and books EYLF Outcome 1: Children have a strong sense of identity - Children feel safe secure and supported. E.g. “children initiate interactions and conversations with trusted educators.” (p.21) NQS: Areas 1, 3, 5, 6 Seek advice if: is not interested in playing is falling a lot finds it hard to use small objects is not understanding simple instructions is not using many words is not joining words in meaningful phrases is not interested in food is not interested in others NQS: Areas 1, 5, 6, 7
Developmental milestones and the EYLF/NQS 3 to 5 years EYLF/NQS Physical dresses and undresses with little help hops, jumps and runs with ease climbs steps with alternating feet gallops and skips by leading with one foot transfers weight forward to throw ball attempts to catch ball with hands climbs playground equipment with increasing agility holds crayon/pencil etc. between thumb and first two fingers exhibits hand preference imitates variety of shapes in drawing, e.g. circles independently cuts paper with scissors toilet themselves feeds self with minimum spills dresses/undresses with minimal assistance walks and runs more smoothly enjoys learning simple rhythm and movement routines develops ability to toilet train at night EYLF Outcome 3: Children have a strong sense of wellbeing - Children take increasing responsibility for their own health and physical wellbeing. E.g. “Promote continuity of children’s personal health and hygiene by sharing ownership of routines and schedules with children, families and the community.” (p.32) NQS: Areas 1, 2, 3, 5, 6 Social enjoys playing with other children may have a particular friend shares, smiles and cooperates with jointly manipulates objects with one or two other peers develops independence and social skills they will use for learning and getting on with others at preschool and school EYLF Outcome 1: Children have a strong sense of identity - Children learn to interact in relation to others with care, empathy and respect. E.g.” express a wide range of emotions, thoughts and views constructively.” (p.24) NQS: Areas 1, 5, 6 Emotional understands when someone is hurt and comforts them attains gender stability (sure she/he is a girl/boy) may show stronger preference for same-sex playmates may enforce gender-role with peers may show bouts of aggression with peers likes to give and receive affection from parents may praise themselves and be boastful EYLF Outcome 2: Children are connected with and contribute to their world - Children respond to diversity with respect. E.g. “plan experiences and provide resources that broaden children’s perspectives and encourage appreciation of diversity.” (p.27) NQS: 1, 2, 5, 6