Development Matters
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New to the Development Matters document, are the 'observation checkpoints' in the prime areas of learning for the birth to 3 pathway (for around 6 months, 12 months, 18 months, 2 years, and 3 years). These are clearly summative assessments - making sure you can identify if a child needs any extra help. As the document states, The observation checkpoints can help you to notice whether a child is at risk of falling behind in their development. You can make all the difference by taking action quickly, using your professional judgement and your understanding of child development'. Examples of checkpoints are: Around 6 months: does the baby respond to familiar v…
Last reply by Helen, -
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FSF content editor and education advisor, Jules, and I spoke to Dr Julian Grenier about the new Development Matters document. You can watch the vodcast here. 🙂
Last reply by Jules, -
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The new DM document was released yesterday - a non-statutory guidance document for early adopters of the revised EYFS. This forum area is to discuss its content and how teachers and practitioners can use the guidance to provide the very best possible care and education for their children. I've split the forum topics up into the first 8 pages- introductory sections (this forum) and set up separate forum topics to discuss: the CoEL, the seven areas of learning- the statements headed ''Children will be learning to....' , the suggested examples of how to support learning the new sections called 'Observation checkpoint'. I'll start the ball rolling…
Last reply by AnonyMouse_12805, -
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I'm pleased to see that the overlapping age-bands from the previous DM have been replaced by wider bands- notably the birth to 3 pathway. I'm really hoping this gives practitioners scope to think of birth to 3 in very much the way we used the old Birth to Three Matters document- as flexible periods of development not tied to a particular tight age-band, in which statements need to be ticked off before moving onto the next band. I always really liked the categories that featured in that document: Heads up, lookers and communicators Sitters, standers and explorers Movers, shakers and players Walkers, talkers and pretenders We now have the opportunit…
Last reply by AnonyMouse_2268, -
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I like the section on the characteristics of effective learning (CoEL) in the new Development Matters document and particularly on the first page: The characteristics of effective teaching and learning weave through them all. (7 areas of learning) That's because children in the early years are becoming more powerful learners and thinkers. These characteristics develop as they learn to do new things, acquire new skills, develop socially and emotionally, and become better communicators. Weaving through the areas of learning- a concept that's easy to assimilate, I think. Especially if you use Tapestry! 🤣 Playing and exploring- still includes exploration, showi…
Last reply by AnonyMouse_73, -
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Does anyone know if there will be any updates to reflect the changes from the draft consultations if implemented ?
Last reply by AnonyMouse_53422, -
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This new resource written by Nicola Burke at Early Education is free to download from the Early Education site. As with Development Matters document the author is absolutely clear that the statements should not be used as a 'tick list'. She says in the introduction: This guidance has not been written to ensure that children are doing what they “ought” to be doing, it has been written to offer examples and possibilities of what children often naturally do and how this can be recognised, valued and nurtured. Each page has the following footer: Children develop at their own rates, and in their own ways. The development statements and their order should not be…
Last reply by FSFRebecca,
