Development Matters
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We are often asked about using Development Matters as a tick list. Nancy Stewart, one of the authors of the Development Matters guide, has written extremely brilliantly for us explaining why practitioners should put the uniqueness of each child at the centre of their planning rather than view child development as a linear progression that occurs in predictable stages. See what you think, and come back and tell us! You can read Nancy's article here.
Last reply by AnonyMouse_19802, -
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Hi I wondered if anyone could inspire me with some ideas to develop art and crafts please. My children need a little more breadth of experience to develop the creativity the hold. Thanks
Last reply by AnonyMouse_30128, -
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Hi Please can anyone help me with some activities and background to teaching rhyming please? Children are working within 30-50 and 40-60 months. Struggling to know how to introduce it and what activities I could do thanks
Last reply by AnonyMouse_2127, -
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Hi, I am trying to understand the purpose of the ELG+ function when making refinements and completing Summative assessments in our Reception year group and am also trying to figure out how the ELG/ELG+ compares to the EYFSP Judgements. We have been using the Tapestry Secure refinement (against the ELGs) to indicate if a child is secure and/or has gone beyond the ELG - this would most likely only happen in end of Term 2 Summative Assessments and Term 3. We think that a Tapestry Secure Refinement would be the equivalent to an Exceeding on the EYFSP at the end of the year. I would also think that the Tapestry Developing refinement is equivalent to the Emerging J…
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We are going to do some things on St George's day next week and also the Queen. Which DM is best suited to learning something about that??? Have had a look in 30-50 and 40-60 under people and communities but can't see where to put it. Doesn't seem to be anything about learning something about a significant person that isn't family. . It's not really "a job or way of life" is it???
Last reply by AnonyMouse_3307, -
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I have an observation of a child who completed a 35 piece puzzle but who actually understood the difference between the outside pieces and the inside pieces. Would this come under shape, space and measure? Don't find it particularly clear where puzzles are covered now.
Last reply by AnonyMouse_3307, -
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'Select and use technology for particular purposes' Does this have to be ICT? The DMs for 40-60+ are about computers are not necessarily. I'm unsure as the DMs aren't statutory.
Last reply by AnonyMouse_3307, -
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Hi all, My baby room staff mentioned their babies never meet this statement. I've talked about 'best fit', and not needing to meet every statement, but they seem reluctant to ignore that statement for virtually every child. Which makes me wonder if it's the way they are interpreting it? What do you all do with that statement?
Last reply by AnonyMouse_64776, -
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Hi, If a child told you that a CD player won't come apart unless the screws are undone, do you think that it links to the statement "how things work?" What about if they know that they need a screwdriver to undo the screws? Thanks Green Hippo x
Last reply by AnonyMouse_13453, -
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I am hoping someone could stop me having to do this myself by pointing me in the right direction to someone who had the same idea before me! ....as I really don't have the hours in the day to do this but I think It will be a huge help to my practitioners struggling with some of the DM Statements. What I'm looking for is the development matters statements with some examples how they might be covered; what they look like in practice. Is there anything like that already discussed on here or has anyone seen one? I have had this in mind for some time but my LA advisor mentioned that she had seen one a couple of weeks ago, but can't remember who showed her or where it was fro…
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