rlt

Trying to make sense of toddlerhood with EYFS

This is a post which has no logical conclusion, this is simply me trying to fathom out where RLT is at. It is very apparent when going to groups that his language skills aren’t the same of children of similar age, other children are now all progressing onto potty training, riding bikes and becoming like little grown ups and although language is progressing, it is a slow process and I’m not sure if the gap is narrowing or widening for him.

On looking at his progress on the EYFS report, it is clear that his language is causing issues in progressing in other areas of the curriculum. This is obviously something that we need to keep a close eye on as it will be soon time to make school applications for September 2020. We need to be mindful that we may have to defer this for a year, if the language skills remain a year behind his peers, more for his confidence than anything else.

Managing his emotions is an issue, I’m not sure what he understands and what he doesn’t, what he hears and what he doesn’t, listening to instructions and carrying them out is getting better. People tell you not to compare, but it’s incredibly hard when you just want them to be happy and have friends – I believe the inability to be understood is knocking his confidence. We are awaiting a re-test from hearing, we have been waiting five months for a speech and language therapy follow up which should have happened six weeks after our inital appointment and although, during this time he is making progress, I can only hope he gains the confidence that he loses in these months of frustration in not being understood. We have taken on all of the advice, followed the instructions and I have seen progress, but I still remain unsure about how much he understands because he does not have the words to respond. I see him trying to tell me something and it coming out as babble, so he doesn’t get the response he thought he’d get, I see him thinking really hard of the words to signify what he is trying to say and my heart breaks for him. He loves to sing, he loves to play with his cousins and I really think there is something wrong with his hearing and I just wish they would hurry up and retest him. He has been in the system since he was 12 months old, he is now old enough to test ears independently and has failed – why on earth did they discharge us at 18 months old when they knew he was too young to test his ears independently?

When it comes to things he is interested in namely anything to do with technology, he definitely flourishes with no encouragement from anyone, yet the basics which people are constantly supporting and encouraging don’t come easy.

We are now at 32 months, compulsory nursery is fast approaching so this is where we are at and where he should be (report done at 30 months, there has been language progress in this time, so hoping to show progress in this next assessment). He should be at around 22-36 in all aspects

Making Relationships

Current Level – 16-26 Emerging – Below (this has dropped since last report)

• I like to play next to other children.
• I can go and play by myself or with other children but when I am feeling tired, worried or upset I will find a grown up that I know.
• I can play turn taking games, like rolling a ball back and forth with a grown up.

Where he should be:

• I watch what other children are doing before I join in with them.
• I will go to grown ups I know when I want a cuddle, when I am upset and /or when I am excited.
• I am beginning to make friends.

Self- confidence and self awareness

Current Level – 22-36 Developing – at actual age (this has improved since last report)

• I can say “goodbye” to you when I have a grown up I know to help me.
• I can show you what I want to play with, eat and/or wear.

Managing feelings and behaviour

Current Level – 16-26 Developing – Below (this has dropped since last report)

• I will look worried if I hear someone I know crying or happy and excited if I hear a grown up that I know.
• Sometimes I will get cross when I want to do things for myself and I can’t do them.
• Sometimes, when you tell me what to do, rather than “no” I am able to do it.
• I know which toys are mine, which toys are my friends and that sometimes I have to share toys with my friends.

Where he should be: (I would argue that he is at this level)

• I will go to a grown up I know when I’m feeling sad, scared or worried.
• I will do or say something when someone I know looks sad, cross, scared or worried.
• I know that if I take my friend’s toy or shout at them they might get upset or cross.
• I will give my friend a hug if they are upset.
• I can sometimes stop myself from doing something that I know I shouldn’t do.
• Sometimes I choose to play with toys I like to stop me from feeling upset.
• I can follow simple routines to help me do things by myself.
• If you tell me what to do, rather than “no” I am able to do it.

Listening and attention

Current level: 22-36 Emerging – At actual age (improved since last report)

• I listen to stories when you make different noises or use different voices as you read to me.
• I can recognise sounds by finding or going to the thing or place.
• I join in with singing songs and rhymes.
• I stop what I am doing, look at you and listen to you when you say my name

Understanding

Current level: 22-36 Emerging – At actual age (improved since last report)

• When you ask questions like “Who’s jumping?” or “Who’s sleeping?” I can point to the right picture to show you that I understand action or “doing” words.
• I understand longer instructions or questions such as “Put the bricks away and then we’ll read a book”.
• I can show you that I understand “who”, “what” and “where” when you use short questions such as “Who’s that?”, “What’s that?” or “Where is?” as we look at pictures in a book or play with toys.
• I can point to the right picture or object to show that I understand describing words such as “big” or “small”.

Speaking

Current level: 16-26 Developing – Below (this has stayed the same since last report)

• I use words that I have heard you say, such as “Oh dear” or “All gone”.
• I am starting to say two word phrases such as “want ball” or “more juice” to tell you what I want or need.
• I use lots of everyday words that are important to me, such as “banana”, “go”, “sleep” or “hot” to tell you things.
• I am beginning to ask you questions, like “What’s that?” and “Why?”.
• Sometimes when I am playing with toys or sharing a story with you, I will talk to you about things that the toys and pictures remind me about

Where he should be:

• I can use simple sentences with 3-4 words to talk about what I am doing or what is happening.
• When I am talking with you, I talk about lots of different things – what I am doing, what I like or what I have done.
• I use objects and gestures to help me explain what I mean when I am talking.
• I can ask questions such as “what”, “where” and “who” when I am sharing a book or playing with toys.
• I am beginning to use word endings, such as “I am going” instead of “I go” and plurals, such as “babies” when talking about more than one object or person.

Moving and Handling

Current level: 22-36 – Developing – At actual age (improved since last report)

• I can run without bumping into things or tripping up.
• I can squat down on my knees to play and can get up without using my hands.
• I can climb up a ladder on a small slide or climbing frame or onto a sofa or armchair.
• I can kick a large ball.
• I can turn the pages in a book. Sometimes I might turn over more than one page at a time.
• I can hold a small jug and pour my own drink.
• I can hold a chunky crayon, pencil, pen or paint brush and makes lines that go across, up and down or round and round.
• When I walk up and down stairs or steps I hold onto the hand rail and move one foot at a time on to the next step until both my feet are on. Then I do the same to get to the next step

Health and self-care

Current level 16-26 Developing – Below (this has dropped since last report)

• I can tell you what I like and don’t like to eat and drink.
• I like to try new things to eat.
• I can hold a lidded cup in both hands and not spill too much drink as I put the cup to my mouth.
• I can tell you when I need my nappy or pants changed.
• I can tell you when I need to sit on the potty or go to the toilet.
• I like to help you when you get me dressed and undressed by finding my clothes and trying to put them on. When youmchange me I can find my wipes and new nappy and give them to you.

Where he should be (i would say he is developing in this category):

• I am beginning to choose to hold objects in one hand more than in the other.
• I can hold a spoon to pick up my food and put it into my mouth to feed myself.
• I can drink from a cup with no lid and not spill my drink as I put the cup to my mouth.
• I can tell you when I need to use the potty or toilet.
• I know how far I can climb up the stairs, the slide or the climbing frame on my own before I need to ask you for
help.
• I can put on my hat, unzip my coat and take off my unfastened shoes/boots and cardigan/shirt by myself.
• I am beginning to be able to wash and dry my hands by myself.
• I am beginning to be able to sit on a potty or toilet by myself.
• I can use a set of steps to help me reach the sink or toilet by myself.

Reading

Current level: 22-36 Emerging (improved since last report)

• I have some favourite rhymes and songs.
• When you read my favourite stories I can join in with words and phrases that appear over and over again.
• I can tell you the missing word or phrase in stories and rhymes that I know really well, such as “Humpty Dumpty sat on a ………”

Writing

Current level: 16-26 secure – Below age (improved since last report)

• Toddlers need to hear words and learn to use these.
• Toddlers need to explore what happens when they use their hands and feet.
• I know that when I move a chunky crayon or pen round, up and down and across, the marks I make on the paper look the same as the way I moved my hand.

Where he should be:

• I can tell you about the different marks I make in my writing and drawing.
• I can hold a chunky crayon, pencil, pen or paint brush and makes lines that go across, up and down or round and round.
• I can draw lines that go across, up and down, round and round and pictures to show numbers and amounts.

Numbers

Current level: 16-26 secure (improved since last report)

• I know that when you hide a toy under a blanket I will find it under the blanket.
• I can sort out my toys and things so that all the same ones are together.
• When I am playing with my toys or singing songs I will say number names in a mixed up order

Where he should be (i would argue that he is here):

• I can give you the right number of objects from a collection when you say “please give me one”, “please give me two”.
• I can say some number names in order.
• I can draw lines that go across, up and down, round and round and pictures to show numbers and amounts.
• I can show you which group of toys or plate of food has “more”.
• I can use words like “more” and “a lot” to describe amounts of objects.
• I know that if I add a toy to a collection or some food to my plate I have more and if I take something away I don’t have as much.

Shape, space and measure

Current level: 16-26 secure Below(this has stayed the same since last report)

• I try to put the shape pieces into a jigsaw board and sometimes match the right piece into the right hole.
• I can build towers and long lines across the floor with bricks.
• I know the order I need to use things to help me get ready at bedtime or to get dressed.
• I know that when I see you with your coat we are going outside or when I see my cup and bowl on the table it is time to have a drink and something to eat.

Where he should be:

• I can point to shapes and patterns in pictures and clothes.
• I can sort a collection of objects so that ones that are the same shape or size are altogether.
• I can use words such as “big” and “little” to describe toys, clothes and pictures in a book.
• I know the order of things that happen every day (such as I get out of bed, I have my breakfast, I get dressed) and can tell you what happens next.

People and communities

Current level: 22-36 emerging – at actual age (improved since last report)

• I can recognise photos of my friends, family and other special people and tell you who they are.
• I can use my toys to pretend familiar, everyday routines, such as cooking or looking after a baby.
• I am beginning to make friends.
• I can talk about how I am the same and different from other people based on my familiar experiences, such as what I like to eat or what clothes I wear.

The world

Current level: 22-36 developing – at actual age (improved since last report, i’m not confident he can talk about these things therefore this may not be accurate)

• I can play with toys such as toy cars, trains, animals and people and talk about what happens as I play with them.
• I can talk about what I see when I play outside, such as splashing in puddles or digging in the mud.

Technology

Current level: 22-36 developing – at actual age (same since last report)

• I can switch electronic toys on, such as a torch or remote control car, and know how to press buttons or switches to make something happen.
• I can make toys, such as a wind up toy, move.

I am positive that he is working at 30-50 months level in this because he can:

• I know how to operate simple equipment. I can turns on the DVD player and use remote controls.
• I like toys with knobs and touch screens and real objects like cameras or mobile phones.
• I can make toys move or the sound or picture images on toys work by pressing switches or touching the screen.
• I know that I can find out things that interest me from the computer, mobile phone or tablet

Exploring and using media and materials

Current level: 22-36 emerging – at actual age (same as previous report)

• I join in with singing my favourite songs and rhymes.
• I can explore the different sounds I can make using musical instruments or everyday objects such as spoons, pots and plastic
bowls.
• I join in with dancing to songs and when I hear musical instruments being played.
• I can explore what happens when I use different types of paint, pens, pencils, crayons, paper, glue and children’s scissors.

Being imaginative

Current level: 22-36 emerging (improved since last report, although I am unsure he is here yet)

• I can tell you what the different marks I make in my drawings are.
• I can use toys and clothes to pretend familiar, everyday routines, such as cooking or looking after a baby or play out pretend roles that I am interested in, such as being a fire fighter or a princess.

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