Learning, Playing and Interacting - Good practice in the Early Years ...

The National Strategies | Early Years
Learning, Playing and Interacting – Good practice in the Early Years Foundation Stage
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Evidence toward Early Years Foundation Stage Profile scale points
Personal, Social and Emotional Development
Dispositions and attitudes
• 5 Selects and uses activities and resources independently
Children select paints to mix colours, collect leaves from outside.
• 6 Continues to be interested, motivated and excited to learn
The children are able to follow their own interest; they were excited by the forest trip and continued
the interest once back in the setting.
• 7 Is confident to try new activities, initiate ideas and speak in a familiar group
The group involved in making the forest were confident and shared their ideas.
• 8 Maintains attention and concentrates
The trees project lasted for one term, with the children revisiting making trees and building forests.
Social development
• 4 Works as part of a group or class, taking turns and sharing fairly
The children worked together in the forest, and when building the forest. Parent comment:
‘Felix became more involved and worked as part of a team.‘
• 5 Forms good relationships with adults and peers
The group supported each other and shared resources. ‘Well done, now they stick.’
• 6 Understands that there need to be agreed values and codes of behaviour for groups of people,
including adults and children, to work together harmoniously
The children followed the rules in the forest to keep safe.
Emotional development
• 4 Responds to significant experiences, showing a range of feelings when appropriate
The group respond with excitement, fear and awe when in the forest.
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