Page | 1
Pre-EYP STAGE 1 STAGE 2 STAGE 3
Conceptual understandings:
Each person is an individual.
As people grow and change they develop new skills, understandings and abilities.
Emotions, attitudes and beliefs influence the way we act.
Positive thoughts help us to develop a positive attitude.
Knowing how we are similar to and different from others helps shape our understanding of self.
Reflecting on our experiences helps us to understand ourselves better.
Developing independence builds self-worth and personal responsibility.
Conceptual understandings:
Each person is an individual.
As people grow and change they develop new skills, understandings and abilities.
Emotions, attitudes and beliefs influence the way we act.
Positive thoughts help us to develop a positive attitude.
Knowing how we are similar to and different from others helps shape our understanding of self.
Reflecting on our experiences helps us to understand ourselves better.
Developing independence builds self-worth and personal responsibility.
Conceptual understandings:
Each person is an individual.
As people grow and change they develop new skills, understandings and abilities.
Emotions, attitudes and beliefs influence the way we act.
Positive thoughts help us to develop a positive attitude.
Knowing how we are similar to and different from others helps shape our understanding of self.
Reflecting on our experiences helps us to understand ourselves better.
Developing independence builds self-worth and personal responsibility.
Enjoys finding own nose, eyes or tummy as part of naming games. (8-20 months)
Learns that own voice and actions have effects on others. (8-20 months)
Uses pointing with eye gaze to make requests, and to share an interest.
(8-20 months)
Engages other person to help achieve a goal, e.g.
to get an object out of reach. (8-20 months)
Identify themselves in relation to others (for example, peers, school class, gender)
Using their 5 senses to communicate
Identify similarities and differences and have an awareness of
themselves
Explores new toys and environments, but
‘checks in’ regularly with familiar adult as and when needed. (16-26 months)
Gradually able to engage in pretend play with toys (supports child to understand their own thinking may be different from others). (16-26 months)
Demonstrates sense of self as an individual, e.g.
Describe some physical and personal
characteristics and personal preferences
Using their 5 senses to
keep safe Explore body movement
IDENTITY
Page | 2 wants to do things
independently, says “No”
to adult. (16-26 months)
Separates from main carer with support and encouragement from a familiar adult. (22-36 months)
Expresses own preferences and interests. (22-36 months)
Identify their feelings and emotions and explain possible causes
Take turns Become aware of
personal space
Ask for help Express feelings in dance
Use our body to navigate in our environment
Understand cultural influences in dances
Understand different cultural expression in dance
Page | 3
Pre-EYP STAGE 1 STAGE 2 STAGE 3
Conceptual understandings:
Our daily practices can have an impact on our well-being.
We can observe changes in our bodies when we exercise.
Our bodies change as we grow.
Movements can be used to convey feelings, attitudes, ideas or emotions.
We can explore our body’s capacity for movement.
Our bodies can move creatively in response to different stimuli.
Safe participation requires sharing space and following rules.
The use of responsible practices in physical environments can contribute to our personal safety and the safety of others.
Conceptual understandings:
Our daily practices can have an impact on our well-being.
We can observe changes in our bodies when we exercise.
Our bodies change as we grow.
We can explore our body’s capacity for movement.
Our bodies can move creatively in response to different stimuli.
Safe participation requires sharing space and following rules.
Conceptual understandings:
Our daily practices can have an impact on our well-being.
We can observe changes in our bodies when we exercise.
Our bodies change as we grow.
We can explore our body’s capacity for movement.
Our bodies can move creatively in response to different stimuli.
Safe participation requires sharing space and following rules.
Importance of regular physical activity
Sits unsupported on the floor. (8-20 months)
When sitting, can lean forward to pick up small toys. (8-20 months)
Pulls to standing,
holding on to furniture or person for support. (8-20 months)
Crawls, bottom shuffles or rolls continuously to move around. (8-20 months)
Walks around furniture lifting one foot and stepping sideways (cruising), and walks with one or both hands held by adult. (8-20 months)
Takes first few steps independently. (8-20 months)
Passes toys from one hand to the other. (8-20 months)
Holds an object in each hand and brings them together in the middle, e.g. holds two blocks
Explore and reflect on the changing
capabilities of the human body
Identify themselves in relation to others
(cultural identity – music and dance)
Explore their abilities
ACTIVE LIVING
Page | 4 and bangs them
together. (8-20 months)
Picks up small objects between thumb and fingers. (8-20 months)
Enjoys the sensory experience of making marks in damp sand, paste or paint. (8-20 months)
Holds pen or crayon using a whole hand (palmar) grasp and makes random marks with different strokes. (8- 20 months)
Walks upstairs holding hand of adult. (16-26 months)
Comes downstairs backwards on knees (crawling). (16-26 months)
Beginning to balance blocks to build a small tower. (16-26 months)
Makes connections between their movement and the marks they make. (16-26 months)
Explore and display creative movements in response to different stimuli and express different feelings, emotions and ideas
Explore body's potential for movement and expression
To understand how their bodies change as they grow
Runs safely on whole foot. (22-36 months)
Squats with steadiness to rest or play with object on the ground, and rises to feet without using hands. (22-36 months)
Climbs confidently and is beginning to pull themselves up on play climbing equipment. (22- 36 months)
Can kick a large ball. (22- 36 months)
Turns pages in a book, sometimes several at once. (22-36 months)
Shows control in holding and using jugs to pour, hammers, books and mark-making tools. (22-36 months)
Beginning to use three fingers (tripod grip) to hold writing tools. (22-36 months)
Demonstrate an awareness of basic hygiene and nutrition in their daily routines
Understand different cultural expression through dance
Respecting others’ body boundaries (personal space)
Page | 5 Imitates drawing simple
shapes such as circles and lines. (22-36 months)
Walks upstairs or downstairs holding onto a rail two feet to a step.
(22-36 months)
May be beginning to show preference for dominant hand. (22-36 months)
Recognize that acting upon instructions and being aware of others helps to ensure the safety
Respecting others’ body boundaries (personal space)
Begin to explore body's potential for movement and expression
Understand that safety and responsibility to promote well-being
Page | 6
Pre-EYP STAGE 1 STAGE 2 STAGE 3
Conceptual understandings:
Interacting with others can be fun.
Participation in a family can require family members to take on different roles and responsibilities Family experiences depend on cooperation of family members Group experiences depend on cooperation of group members.
Ideas and feelings can be communicated with others in a variety of modes.
Our relationships with others contribute to our well-being (for example, parent–child; teacher–
student; friend–friend).
Our behaviour affects others.
Caring for local environments fosters appreciation.
Conceptual understandings:
Interacting with others can be fun.
Group experiences depend on cooperation of group members.
Ideas and feelings can be communicated with others in a variety of modes.
Our relationships with others contribute to our well-being (for example, parent–child; teacher–
student; friend–friend).
Our behaviour affects others.
Caring for local environments fosters appreciation.
Conceptual understandings:
Interacting with others can be fun.
Participation in a family can require family members to take on different roles and responsibilities
Ideas and feelings can be communicated with others in a variety of modes.
Our relationships with others contribute to our well-being (for example, parent–child; teacher–
student; friend–friend).
Our behaviour affects others.
Caring for local environments fosters appreciation.
Seeks to gain attention in a variety of ways, drawing others into social interaction. (8-20 months)
Builds relationships with special people. (8-20 months)
Is wary of unfamiliar people. (8-20 months)
Interacts with others and explores new situations when supported by familiar person. (8-20 months)
Shows interest in the activities of others and responds differently to children and adults, e.g.
may be more interested in watching children than adults or may pay more attention when children talk to them. (8- 20 months)
Recognize the different family roles and
responsibilities
Identify themselves in relation to others (for example sports and games)
Interact, play and engage with others in an appropriate way
Plays alongside others.
(16-26 months)
Uses a familiar adult as a secure base from which to explore
Celebrate
accomplishments of others
To cooperate with partners in order to achieve a goal
Share ideas, cooperate and communicate feelings
INTERACTIONS
Page | 7 independently in new
environments, e.g.
ventures away to play and interact with others, but returns for a cuddle or reassurance if becomes anxious. (16-26 months)
Plays cooperatively with a familiar adult, e.g.
rolling a ball back and forth. (16-26 months)
Interested in others’
play and starting to join in. (22-36 months)
Seeks out others to share experiences. (22- 36 months)
Shows affection and concern for people who are special to them. (22- 36 months)
May form a special friendship with another child. (22-36 months)
Talk about their interactions with the environment
To understand how their behaviour affects others
Identify themselves in relation to others (for example sports and games)
Awareness of understanding of similarities and differences
Make choices and take action
Cooperate with partners in order to achieve a goal
Understand how their behaviour affects others
