Preschool Guidance 2018

Curricular Guidance for
Pre-School Education
© CCEA 2018
COUNCIL FOR THE CURRICULUM, EXAMINATIONS AND ASSESSMENT

29 Clarendon Road, Clarendon Dock, Belfast BT1 3BG
Tel: +44(0)28 9026 1200 Fax: +44(0)28 9026 1234
Email: info@ccea.org.uk Web: www.ccea.org.uk
Contents
Introduction 3
The Pre-School Child

The Aims of Pre-School Education 5
The Principles Underpinning Pre-School Education 5
Promoting Good Practice

Planning 7
Observing Children and Making Assessments 8
What to Observe 9
Recording Observations 9
Sharing Information 9
Reflecting and Evaluating 10
The Role of the Staff 10
The Learning Environment 11
ICT 12
Health and Safety 13
Ensuring Equality of Opportunity 13
Looked After Children 14
Newcomer Children 14
Providing for Children with Special Educational Needs (SEN) 14
Children in Irish-medium Settings 15
Involving Parents/Guardians/Carers as Partners 16
Transition to the Primary School 17
Contact with the Community and Other Agencies 17
The Curriculum
Personal, Social and Emotional Development 19
Physical Development and Movement 22
Language Development 23
Early Mathematical Experiences 26
The Arts 30
The World Around Us 32
Appendix
Useful Links and Resources 35
Introduction
Introduction
This document provides curricular guidance for them to make appropriate progress in learning and
those working with children in a range of pre-school to achieve their full potential. This guidance outlines
settings. All settings that receive funding from the breadth and range of learning opportunities
the Department of Education as part of the that pre-school children should have through play
Pre-School Education Programme should adhere to and other relevant experiences. It also outlines the
this guidance. anticipated progress of children’s learning by the end
of the pre-school year for each of the six pre-school
It is important that there are seamless transitions Areas of Learning:
for all young children across the continuum of care
and education. The Pre-School Education Programme • Personal, Social and Emotional Development
provides one year of non-compulsory pre-school • Physical Development and Movement
education, delivered in line with a curriculum that • Language Development
builds on the learning that children experience at • Early Mathematical Experiences
home and/or in other settings. The Foundation Stage,
• The Arts
in Years 1 and 2 of the primary school, builds on all of
these play-based learning experiences by providing • The World Around Us.
a curriculum that develops children’s dispositions
to learn and gives them the skills and competencies The guidance should be used to support staff in
they will need to succeed in school and in future reviewing, developing and improving current practice.
life. The Foundation Stage acknowledges that The development planning process and associated
learning through play is fundamental to children’s action plans need to set out clearly the priorities for
social, emotional and educational development. It improvement. The Board of Governors and/or
is essential that information gained in pre-school is management committee also need to monitor
shared with the Foundation Stage teacher. and evaluate the cycles of development planning
and provide appropriate support and challenge for
There is a need for a continuum from pre-school into improvement.
Foundation Stage to show progression in the skills
across the areas of learning; for example, around This document can be used together with the
exploration and investigation. Education and Training Inspectorate publication
The Inspection and Self-Evaluation Framework (ISEF):
Children develop at different rates and their Effective Practice and Self-Evaluation Questions for
achievements vary; however, all children should have Pre-School, available at www.etini.gov.uk
the opportunity to follow a curriculum that enables
Introduction 3
Most young children come to pre-school as active,
experienced and enthusiastic learners. To build on The Principles Underpinning
the learning that has taken place in the home and Pre-School Education
its immediate environment, pre-school staff should
Young children learn best when:
provide children with a rich variety of challenging
play activities and other experiences in a stimulating • they feel happy and secure in a safe and
environment. The focus should be on enabling stimulating environment that supports their
children to learn at their own pace, to have a breadth well-being;
of learning experiences and gain a positive image • adults are sensitive and understanding in their
of themselves as resilient learners able to cope with interactions with the children while extending
uncertainty, and to learn through trial and error. their learning and development;
Learning may also have taken place in other settings • the curriculum is broad and balanced, builds
such as childcare, parent and toddler groups and/or on their needs, and provides time for sustained
programmes for two-year-olds. involvement in play;
• they have opportunities to investigate and engage
in a wide range of activities that are enjoyable,
The Aims of Pre-School Education motivating and challenging;
As all children are different and develop at different • the activities are based on previous learning and
rates, pre-school education aims to develop the whole are carefully planned, with some flexibility;
child by: • they have the opportunity to develop
concentration and skills such as observing,
• promoting emotional, social, physical, creative making decisions and problem-solving; and
and intellectual development; • parents/guardians/carers and other professionals
• developing self-esteem, self-control and positive work together in partnership.
attitudes towards others;
• developing language and communication skills to
encourage the sharing of thoughts and feelings; and
• creating confident, eager, enthusiastic,
independent, curious learners with a positive and
problem-solving attitude to learning.
The Pre-School Child 5

Before children start pre-school, staff should gather Staff in many settings develop long-term, medium-
information about the children from parents/ term and short-term plans. Other approaches to
guardians/carers and other professionals who planning may be equally useful in providing the basis
know the children well. Staff should then take this for a broad, balanced and progressive programme.
information into account when drawing up plans to Whatever form of planning is used, it should be
promote the children’s learning. meaningful and helpful to staff in their day-to-day
work with the children and reflect their aims and
preferred ways of working.
Planning
The planning process allows all staff to think Long-Term Plans
about what, how and why children should learn Long-term plans set out the learning for a whole
and enables them to create a successful learning group of children in broad terms, usually over a year.
environment. All staff working with children should These plans should:
be involved in the planning process and have • take account of the age range of the children and
a clear idea of how they can promote learning their previous experience;
through activities that are child-centred, varied • ensure that children experience a broad,
and progressive. As time goes on, staff will have a balanced and motivating curriculum which gives
picture of how individual children are responding appropriate emphasis to all six Areas of Learning;
and developing. This can inform the plans for future • give a brief outline of knowledge, skills, concepts
learning. and progression as they relate to the Areas of
Learning;
Plans should: • include a range of relevant events, for example
• use information from the children’s prior seasonal, festive or other planned events, that
experiences to ensure a smooth transition; occur during the year; and
• ensure the learning experiences for each child • inform medium-term planning.
are broad and balanced and promote continuity
and steady progression in the child’s overall
development;
• be evolving, working documents that build on
the children’s natural interests and previous
experiences;
• involve all staff in a planning and observation
cycle to help everyone reflect on how they can
create a stimulating, challenging environment
and plan for progression;
• be flexible, taking account of the children’s
responses and the outcomes of play; and
• help to inform parents/guardians/carers of the
learning that is taking place.
Promoting Good Practice 7

Medium-Term Plans • clarify the roles of the adults in promoting
Medium-term plans usually bridge the gap between learning through play and other activities;
the broad outline of the long-term plan and the day- • identify appropriate support to meet the needs
to-day detail of the short-term plan. Medium-term and interests of individual children;
plans may cover a shorter, more specific period of • be flexible enough to allow for unplanned
time such as a month or half term. They should: activities and the children’s own thinking and
spontaneity;
• relate to the long-term plan;
• ensure challenge and progression as staff revisit
• take account of the children’s needs, interests,
the plans in light of the children’s responses; and
stages of development and previous learning;
• be evaluated regularly to inform future planning.
• identify progression in experiences and/or
learning;
• take a cross-curricular approach to learning, Observing Children and
highlighting relevant topics or themes; Making Assessments
• outline the planned activities and resources
needed; Assessment of children’s learning is based on day-to-
• identify the potential learning that the staff day observations and interactions with the children
intend to promote in each area; in a range of situations. Observations allow staff
• be evaluated and inform future planning; and to gain a better insight into the children’s needs,
• ensure that children who remain in a setting for experiences, interests, thinking, strengths and areas
longer than a year make progress in learning and for development. This information is essential when
have their experiences broadened. deciding how to support and enhance the children’s
learning, both individually and collectively. The
Short-Term Plans children’s efforts and achievements should be
Short-term plans should take account of the recognised, shared with them and recorded.
children’s individual needs and respond to their
ideas and spontaneous play. They should be detailed Regular, skilful observations are the key to effective
enough to inform the staff’s work on a daily basis and planning and assessment for learning. It is essential
ensure the smooth running of the setting, making the to take time to plan them well. Staff should:
best use of time, space and resources. An evaluation • observe children over a period of time and in a
of the short-term plan and the children’s responses to variety of contexts;
the activities and experiences should form the basis • adopt a flexible approach to observations that
of the next set of plans. Short-term plans should: allows for the unpredictable reactions of children
• be based on evidence from recent observations, to the activities offered (this provides some of
assessment and evaluation, and interactions with the most detailed insights into each child as an
the children; individual);
• transfer the medium-term plan into manageable • record both planned and spontaneous
steps that: observations;
-- include a range of activities and experiences; • observe the children’s play and use of language
and so that a holistic and accurate picture emerges of
-- introduce specific resources to promote new each child’s progress across each of the six Areas
learning or reinforce previous learning; of Learning;
8 Promoting Good Practice

• record this information regularly and • samples of children’s artwork or experimental
systematically, including details on each child’s mark-making, and/or photographs or videos of the
strengths, interests and areas for development; outcomes of their play, are used to assess their
• reflect together on their observations to inform learning and development (the children can be
future planning; and involved in selecting these);
• share information with parents/guardians/carers • this informs planning for the next steps in
so they have a clear understanding of their child’s learning;
progress. • if a child is aware that information about her/him
is being recorded, it is shared with the child; and
• parents/guardians/carers are encouraged to
What to Observe contribute to observations through formal or
Planned observations should be a part of short- informal comments.
term planning. The six Areas of Learning or planned
activities may be the starting point. However, Sharing Information
children’s levels of well-being and involvement are
highest when they are engaged in activities they Informal reporting may take place on a day-to-day
have chosen themselves, so including observations of basis as staff talk to parents/guardians/carers while
these will lead to a more accurate picture of the child. the children are arriving or leaving the setting, or
For example, child-centred observations may focus when parents/guardians/carers have opportunities
on their: to see examples of a child’s work. Admissions
arrangements should also offer opportunities for
• levels of well-being and involvement;
parents/guardians/carers to talk to staff about their
• ability to recognise and begin to manage
children.
emotions and feelings;
• natural interests or current passions;
Formal reporting should include individual meetings
• ability to play indoors and outdoors;
with parents/guardians/carers, and the information
• interaction with peers and other adults;
shared should reflect the child’s progress and
• verbal and non-verbal communication with peers
development. It should also identify any areas
and adults;
where they might need further support. Staff should
• potential for development;
reflect on parents’/guardians’/carers’ comments or
• ability to concentrate, persevere, use initiative and
views and suggest ways that parents/guardians/
reflect; and
carers can support learning. They should also provide
• use of resources and care for equipment.
information for parents/guardians/carers on the
transition to primary school at the end of the year.
Recording Observations
Before children move into Year 1, relevant
Staff need to develop a method for ensuring that: information about their progress in learning should
• significant observations are recorded as soon as be shared with the primary school, with parental
possible; consent. This enables Year 1 teachers to begin to plan
• the information is recorded in a concise, appropriately for each child, building on and taking
systematic and manageable way, either paper- account of previous learning.
based or electronic;

Reflecting and Evaluating • pay particular attention to those children who are
less confident than others in the setting, helping
Reflecting on and evaluating practice is at the heart them to become familiar with daily routines and
of making improvements to learning and teaching. fostering a sense of belonging.
Regular discussions should address making progress
and taking decisions that will improve children’s The principal/leader should lead by example, acting
learning. See The Inspection and Self-Evaluation as a role model for other staff working in the setting.
Framework (ISEF): Effective Practice and Self- They should also liaise with parents/guardians/carers
Evaluation Questions for Pre-School, available at to promote the best interests of the children.
www.etini.gov.uk
Induction and Transition
Staff should reflect on activities and topics that the Each child brings unique personal experiences
children have experienced throughout the year and to a new setting, including a home environment,
the progress they have made. It may also be useful neighbourhood and level of ‘readiness’. These
to ask parents/guardians/carers for feedback on experiences will be both positive and negative and
the setting using a short questionnaire. The results must be fully embraced and considered.
should be used when planning for the following year.
To ensure a smooth transition for the child, the
pre-school should engage with parents/guardians/
The Role of the Staff carers and other care and education providers and
professionals supporting the child. This enables the
Staff working in a pre-school setting are interested in pre-school setting to understand the child’s needs
and concerned about the overall development of each and previous experiences, which helps them to plan
child. The staff need to: an appropriate programme of learning.
• have a clear understanding of how young children
From the beginning of September each year, children
learn and develop in order to extend and enhance
should be settled into pre-school settings as soon as
their learning;
possible, taking account of their individual needs.
• try to understand each child’s background and
By the end of September, all children should be
needs and put these before any other aspect of
attending daily for the full session.
their work in the setting; and
• be flexible and nurture the children’s well-being The Department of Education’s Guidance on
and self-esteem. Induction and Transition in Pre-School Education and
Year One, available at www.education-ni.gov.uk is for
Settling In all statutory and non-statutory pre-school education
Adults have a vital role in supporting children’s providers and primary schools.
learning. Arrangements for settling in should be
flexible to give children the time they need. Staff Working Together
should: It is important that staff work together to plan and
• consider their age and stage of development; organise children’s learning in an atmosphere of
mutual trust and respect. Although the roles of the
• respond to the changing needs of all children staff in the setting will vary during the time with the
throughout the year; and children, they should work as a team, supporting and
extending the children’s learning.

Staff should: • joining in to help a child examine an experience
more closely or reflect more carefully on what
• agree approaches to learning and teaching;
they are doing;
• be consistent and realistic in their expectations
• joining in to extend the play by taking up a child’s
of the children, developing warm and supportive
imaginative ideas and developing them further;
relationships with them;
• taking a problem-solving approach to settle a
• create a climate where children feel confident to
dispute;
try out new ideas or to take on new challenges,
• intervening to suggest possible solutions to a
not afraid to make a mistake; and
problem before a child reaches frustration level;
• be flexible during large and small group activities
• providing advice or assistance;
to allow for the individual needs of children.
• providing an extra piece of equipment; and/or
Adult Participation and Interaction • intervening if children are in danger.
Sensitive support and timely involvement by staff
in children’s play is necessary to stimulate learning The Learning Environment
and deepen play experiences. There should be agreed
strategies in place to promote positive behaviour, Staff should provide a rich and stimulating
and these should be shared with parents/guardians/ environment that promotes effective learning.
carers. A variety of approaches and strategies may be
necessary to meet the needs of individual children. This means:
• creating learning environments, both indoors and
Skilful adult participation can extend children’s play
outdoors, that are motivating and inviting to the
and thinking by:
children and which allow them to choose from
• introducing new vocabulary and modelling a range of activities in safe and secure defined
language appropriately; areas;
• using open-ended questions to challenge their • presenting children with opportunities to
thinking; explore, experiment, plan and make decisions for
• listening to the children and giving them time to themselves, thereby enabling them to progress in
respond; their learning and development;
• observing them and building on their ideas; and • ensuring that children’s work is displayed where
• giving them praise and encouragement for their they have access to it; and
efforts. • encouraging them to display their own work by
providing space, at an appropriate height, where
Successful adult involvement stems from careful
they can place their pictures and models.
observation of play and sensitivity to the needs
of the children. It is also important to choose the
Outdoor learning is about more than duplicating
appropriate time to become involved in the play. The
indoor activities outside. Rather, it is an integral part
adult may decide to become involved by:
of the overall educational programme and should
• interacting naturally with the children; contribute to children’s learning across the entire
• responding to an invitation from them; curriculum. Staff should:
• commenting on the children’s play;
• plan carefully to exploit the unique opportunities
• playing alongside a child in order to establish a
their outdoor areas can provide;
secure relationship;

• plan to make the best possible use of space, Materials and Equipment
equipment and time so that children can make Staff should ensure:
full use of the resources available;
• children have access to a wide range of well-
• provide children with a balanced programme that
presented materials throughout the day that can
ensures progression in their learning and offers
be added to;
activities to strengthen their whole bodies;
• materials are safe, clean, fresh, attractive and
• ensure that outdoor learning happens frequently
accessible to the children; and
and is safe, varied and stimulating;
• where appropriate, natural and authentic
• give children opportunities to be physical, quiet or
materials are used to enhance learning.
loud and to explore the natural environment;
• give children opportunities to look at books, listen
Time
to stories and write in different environments;
• give children opportunities to build with Throughout a well-organised day, time is used
construction materials; and effectively when children are purposefully involved in
• ensure that learning is challenged as children activities and there is a seamless transition from one
explore their own ideas and use open-ended to the next. Each day it is important that the children
resources. have access to a long period of uninterrupted play
and appropriate time is given to:
Physical Space • indoor and outdoor play, with children having
Staff should consider the space required for safe play, time to make choices and to settle into and
for example: develop their play;
• activities such as story time and music time;
• creating extra space by rearranging the furniture,
• routines such as those associated with informal
removing unnecessary equipment, using small
snack time, tidy-up time and moving from indoors
portable equipment or rotating imaginative play
to outdoors; and
activities;
• arrival and departure from the setting, to allow
• rearranging the playroom to stimulate interest in
for conversations with individual children and
the play activities;
informal parent–staff contact.
• planning outdoor space or space in large halls
that can be used for different activities at different
times; ICT
• clearly defining space so that energetic play does
not interfere with simultaneous quieter activities; ICT can enhance educational opportunities when it is
• dividing very large areas into more appropriate, integrated and embedded in an age-appropriate way.
intimate spaces; It is important that pre-school children find out about
• rotating the areas of play over a period of time if and identify the uses of technology in their everyday
the space is restricted; lives so that it becomes integrated into their play.
• encouraging children to suggest how the space Children need to see ICT used in meaningful contexts
might be used and where particular activities and for real purposes, with a firm emphasis on
might be sited; and exploration. They should be encouraged to observe
• giving them opportunities to help carry and place and talk about the use of ICT in their environment, for
appropriate equipment in these areas. example when on local walks or educational visits.

ICT resources have the potential to extend children’s Education Authority, Health and Social Care Trusts
learning. They provide opportunities to come up with and other relevant agencies;
ideas, try things out and problem solve in a play- • implement child protection procedures to meet
centred, responsive environment. Adults should: legal requirements;
• promote good habits for life such as healthy
• match the use of ICT to each child’s needs,
eating, dental care and physical activity; and
interests and individual preferences;
• be aware of and foster their own positive mental
• scaffold and support child-initiated interaction
health and that of the children and their parents/
through exploration; and
guardians/carers.
• act as positive role models by regularly modelling
the value they place on their own use of ICT in
relevant ways. Ensuring Equality of Opportunity
The children should have opportunities to: It is important to help young children understand
that we see the world in many different ways
• use digital resources, for example a camera,
depending on our cultural, social and religious
to enhance their own learning, deepen and
viewpoints. Staff in a setting should:
consolidate observational skills and creativity; and
• explore and investigate a range of ICT resources • acknowledge and respect the culture, beliefs
safely, naturally and at their own pace. and lifestyles of the families and children in the
setting;
Staff should gain an awareness of internet safety • include activities and resources that encourage
and share this with parents/guardians/carers. The respect for diversity; and
Department of Education Circular 2016/27 Online • talk about cultural and religious festivals, discuss
Safety sets out the characteristics of good practice. foods in different countries, read stories or listen
This is intended to help schools develop or review to music from different cultures, and display
their own practices and procedures and is available at photographs of cultural traditions, as appropriate.
www.education-ni.gov.uk
See the Community Relations, Equality and Diversity
NI website at www.credni.org for more information
Health and Safety and resources, including resources on the need to
promote equality of opportunity to all.
Ensuring health and safety is the responsibility of the
Board of Governors or management committee. To Children should have opportunities to explore
do this successfully, an effective health and safety situations and express feelings in a way that is not
management system needs to be in place and agreed gender specific and to challenge stereotypes. Staff in
with all staff. a setting should:
• promote positive role models of the sexes;
All staff should be aware of health and safety issues • encourage both sexes to take on leadership roles
as children explore the environment. They should: and to talk with adults about traditional and non-
• explain how to use equipment safely and where it traditional roles;
is safe to engage in physical play; • encourage all children to play with the full range
• be familiar with and follow good practice of toys and equipment available to them in the
guidelines on risk assessment received from the setting;

• encourage all children to take part in all types of You can find more information about meeting
role-play; and the educational needs of looked after children by
• organise routines so that they are not gender searching for Looked After Children on
specific. www.education-ni.gov.uk
Looked After Children Newcomer Children

A child becomes ‘looked after’, by a Health and Social There has been steady growth in the number of
Care Trust, either under a court-made care order newcomer families to Northern Ireland, and, as
or through a voluntary agreement with the child’s a result, there are children from many diverse
parent(s). It can be due to a number of reasons such backgrounds who speak many different languages
as illness, family breakdown, or neglect and abuse. enrolled in our education settings. Children whose
first language is not English or Irish have the same
Looked after children can have a number of very right to all Areas of Learning so that they can fully
complex issues that have developed or come about develop their capabilities.
because of their life experiences and trauma.
Many have faced neglect from birth (and in some All children should be supported to recognise and
cases before, such as with foetal alcohol spectrum value the diversity that newcomer children bring to
disorder); others have had a very significant the setting.
traumatic event in their lives. Some simply have
no-one to nurture and care for them or give them a The Department of Education’s Supporting Newcomer
foundation of love and support. These issues can and Pupils policy provides information and guidance
have manifested themselves in many different ways on meeting the needs of newcomer children. It’s
such as: available on the Department of Education website
• attachment and development issues;
• developmental gaps; and
The Education Authority’s Intercultural Education
• overstimulation or understimulation of executive
Service (IES) offers support and advice to statutory
functions (neurologically based skills such as
nursery providers. Non-statutory providers can
mental control and self-regulation), depending on
also use some of their resources. You can find more
the trauma experienced.
information on the IES on the Education Authority’s
website www.eani.org.uk
The information booklet Putting Care Into Education
aims to give all staff in educational settings an
insight into:
Providing for Children with Special
• how early relational trauma affects child
Educational Needs (SEN)
development;
• why pre-school can be challenging for care- A child with special educational needs has a
experienced children; and learning difficulty that calls for special educational
• how we can help to improve the education of all provision to be made. Some of the difficulties that
children by paying attention to the needs of the young children experience are temporary and will
most vulnerable. be resolved as they develop, while some children

will have learning difficulties that require additional It is important that staff have the support of the
provision to ensure that they make progress. Where Board of Governors or the management committee
this is the case, staff should refer to the: and access to appropriate professional development.
• Code of Practice on the Identification and
It may be necessary to draw up individual education
Assessment of Special Educational Needs, which
plans to meet a child’s needs or to identify
addresses all types of learning difficulties ranging
appropriate support during play and other planned
from children with short-term problems to those
activities. The child’s progress should also be
with more complex needs; and
reviewed frequently. Where a member of staff has the
• Supplement to the Code of Practice on the
responsibility for supporting an individual child, this
Identification and Assessment of Special
staff member should ensure that:
Educational Needs.
• there can be flexibility in the settling-in
Both documents are available at arrangements, and/or in the length of the session
www.education-ni.gov.uk attended, to meet a child’s special needs; and
• the child develops as much independence as
Staff can also access the SEN Early Years supplement
possible, is supported when making choices and is
at www.education-ni.gov.uk This is for practitioners
encouraged to become part of the group.
working in the early years sector with children who
have been identified as having special educational
At times, this member of staff may withdraw from
needs and/or disability.
the group to work with the individual child, work with
the whole group, or allow other staff to work with the
The admission and integration of children with long-
child.
term special educational needs requires careful and
detailed planning, both before and after admission.
You can find additional information and guidance
on meeting the needs of children with SEN on the
If staff and parents/guardians/carers have any
Department of Education website
concerns regarding SEN, they should seek advice
from appropriate professionals such as the Education
Authority and their Health and Social Care Trust so Gifted Children
that staff can provide for the child’s particular needs.
When planning, staff should also take account of any
gifted children. Through the play-based pre-school
Staff should also:
curriculum, these children should be provided with
• be aware of each child’s particular needs and meet the appropriate challenge and progression to meet
regularly to discuss progress; their needs.
• complete careful observations of each child,
recording their responses to activities, identifying
any learning difficulties as soon as possible and Children in Irish-medium Settings
consulting with parents/guardians/carers; and The generic factors that contribute to the
• source the appropriate training and information to development of good practice in an early years
address these individual needs. setting hold true whatever the language context.
However, lrish language immersion also involves a

knowledge both of the language and of language Staff can also find the Irish-medium Education Early
immersion pedagogy. Staff need to use the Irish Years Handbook – Special Educational Needs on the
language themselves, focus on the Irish language in Department of Education website: www.education-ni.
planning, and integrate this planning across all Areas gov.uk. This resource was written by staff currently
of Learning. working in Irish-medium early years settings to
support access to learning for all children. It adopts
It is important that staff: an inclusive approach to early identification of
special educational needs and effective interventions.
• are familiar with the stages of second language
Staff should use this resource together with other
acquisition, from understanding to usage, and
publications that support children with special
plan activities that reflect and promote children's
educational needs.
progress;
• use a planning format that facilitates focused
language planning and integrates language across Involving Parents/Guardians/Carers
all Areas of Learning; as Partners
• plan activities that allow Irish to be used naturally
and often; Links between home and school are important at
• speak Irish with children and each other; all stages of education, but particularly during the
• model an acceptable quality of Irish in their pre-school year. Parents/guardians/carers are the
verbal interactions; child’s first and continuing educator and as such
• ensure a high level of verbal interaction; have a central role to play in pre-school life. Parents/
• use a simplified language register with a range of guardians/carers and staff should regard each other
contextual and visual clues to support children's as partners in the children’s education.
understanding, including body language, facial
expression and tone of voice; Effective two-way communication with parents/
• understand the importance of stories, songs, guardians/carers about children’s welfare and
rhymes, games and puppets in promoting education requires trust and confidence. It can be
language acquisition; achieved through:
• recognise the language potential of the daily • having background information about home and
routine, with regularly occurring events and previous experiences;
activities; • sharing policies that outline professional practice;
• build upon children's levels of developing • sharing information on the curriculum,
language competence systematically; forthcoming events, health and parenting issues;
• monitor children's emerging Irish language • regular sharing of the planned learning;
competence; and • displays of the children’s work that reflect the
• help families participate in and support their learning that has taken place;
children’s language learning experiences. • regular updates on each child’s progression and
suggestions about how parents/guardians/carers
Support material for this pre-school curricular can support their child’s learning at home;
guidance is available online and as a hard copy • organised sessions with parents/guardians/carers
from Altram, the Irish-medium early years support to increase their understanding of the pre-school
organisation. curriculum and to help them to create and sustain

positive home learning environments, including • involve parents/guardians/carers in the transition
the importance of: process by explaining how they can help
-- parent–child relationships for the child’s familiarise their child with it.
development and behaviour;
-- childhood education and learning; and It is also useful, where possible, for the pre-school
-- healthy lifestyles and diet. setting to display photographs of the Year 1 teachers.
This allows the children to become familiar with their
Parents/guardians/carers should be made to feel teacher.
welcome and comfortable and always see the staff as
caring, supportive, approachable and well informed. Department of Education guidance on Induction and
Transition is available at www.education-ni.gov.uk
Transition to the Primary School

Contact with the Community and
Good liaison between pre-schools and primary
schools is essential to help ensure continuity and
Other Agencies
progression in children’s learning experiences. The It is important that good relationships and
children’s families can also play an important part in communication are developed between education,
the transition process. Families should be empowered health and social services. This allows children and
and supported through good communication their families to have broadly based, co-ordinated
between home and setting. support that meets their needs and ensures every
child feels included.
To help provide children with a smooth transition
from pre-school to primary education, it is important Each setting has a named health visitor. Before
where possible: admission and while a child is in the pre-school
• for Year 1 teachers to visit the pre-school setting, setting, staff should seek their help and advice,
to appreciate the learning environment and and those of other professionals, in an atmosphere
curriculum the children have experienced and see of mutual trust, respect and openness. This, with
them in familiar surroundings; and parents’/guardians’/carers’ co-operation, should
• for the children to visit the primary school as a ensure that valuable information is exchanged which
group activity, for example to see a concert or will assist in the planning for children’s well-being
listen to a story. and learning. Professionals from other agencies may
also be invited to contribute to meetings and events
Towards the end of the children’s pre-school organised for parents/guardians/carers.
education, pre-school staff should:
• discuss the move to primary school with the
children;
• share with the primary school any information
that is to be passed on concerning the child’s
progress, including any SEN or individual
requirements, and liaise with Year 1 teachers; and

The Curriculum
The Curriculum
Personal, Social and Emotional Adults promote learning by:
Development • establishing positive relationships both with the
children and with their parents/guardians/carers;
This Area of Learning is of the utmost importance • giving children the time they need to settle into
for young children in all aspects of their lives. It is their new surroundings;
about children’s emotional well-being, understanding • helping children gain confidence in what they do;
of who they are, and respect for others and their • fostering self-esteem in children to help them feel
environment. It is also about forming and sustaining valued as individuals and develop independence;
relationships, beginning to understand emotions, • helping children progress by nurturing their
learning how to self-regulate, and developing motivation, perseverance, curiosity and creativity;
positive dispositions to learn. Good personal, social • encouraging children to problem solve and giving
and emotional development gives children the best them time for reflection;
opportunity for success in other Areas of Learning. • helping children learn to cope with people and
activities outside the family and encouraging
As they begin their pre-school education, children them to form positive relationships with adults
bring with them a variety of personal and social skills, and other children;
values and attitudes. They acquire experiences and • encouraging children to talk about how they feel
relationships within the home and their immediate at different times;
surroundings, and it is important that these are • encouraging children to discuss how their actions
recognised. can affect others and why we need rules;
• modelling and nurturing respect for others and
Young children learn and develop through: appreciating the differences between people;
• following simple routines such as participating in • recognising that challenging behaviour may be a
tidying up, being independent at snack time and consequence of the child’s previous experiences;
putting on their own coats; and
• making choices and organising their own play; • having effective behaviour management
• playing with and helping each other; strategies in place (positive reinforcement and
• being treated as individuals in their own right with positive language) which the whole staff and
their own personalities, likes and dislikes; and parents implement consistently, if appropriate for
• having time and opportunities to identify and the child.
understand their own feelings and the needs and
feelings of others.
The Curriculum 19
Staff can help children understand respect for Routines
difference by having them take part in role-play and During daily routines, children should be encouraged
listen to stories, and by introducing them to different to:
emotions using puppets or pictures. Through
activities like these, and as friendships between • develop independence and take responsibility,
particular children develop, they will become aware for example as they dress, look after their own
of both their needs and feelings and those of others. belongings or self-register;
• help to prepare food for snack time, pour their own
The staff’s actions and words should consistently drink and choose what and when to eat;
reflect a sense of caring, valuing and inclusion, • help others during snack time or tidy the
giving children encouragement as well as positive playroom; and
reinforcement as they play and interact with others • become aware of and follow the sequence of
in appropriate ways. the day.
Fostering Personal, Social and Play Experiences

Emotional Development In these experiences, children should be encouraged
Staff in a setting need to work together to create an and supported as they:
ethos where the children: • take the initiative and make decisions about
• feel secure and have a sense of well-being; what they are going to do and how they are going
• are encouraged to express their emotions to do it;
appropriately and be independent; • organise their own play and become independent
• receive consistent encouragement and positive of adults in everyday activities such as mopping
reinforcement to behave appropriately and to up spills, putting on aprons and displaying work;
respect their own and others’ play; and • learn to co-operate, take turns and share;
• feel supported and cared for. • persevere with activities, including activities that
may present some difficulty;
To create this ethos adults should: • experience the exhilaration of exuberant play;
• work with materials such as clay, dough, paint,
• take time to listen, talk and engage with the sand and water to explore their therapeutic value;
children; • resolve conflicts; and
• be enthusiastic about the children’s learning; • explore their emotions, for example in role-play or
• respect the children’s views and ideas; and in responding to stories.
• actively model the types of appropriate behaviour
that they wish the children to display. Stories, Rhymes, Music, Pictures and Drama
In these activities, children should have opportunities
Throughout the day children should have
to express emotion and develop self-confidence and
opportunities to develop personal and social skills,
an awareness of others as they:
dispositions, values and attitudes, including in the
following areas. • listen to stories about people and places;
• extend their imagination through creating stories,
adopting character roles and using puppets;
20 The Curriculum
• listen to music that suggests a variety of moods, As they engage in various types of play and other
such as happy, sad and scary, and respond for activities, children should:
example by clapping, moving, dancing and
• become aware of their own safety and that of
creeping; and
others as they attempt to adhere to safety rules
• identify emotions including happiness, fear,
and use tools and equipment appropriately;
sadness and anger when discussing pictures,
• understand the importance of wearing appropriate
talking about characters in stories or helping one
clothing and taking care in the sun;
another.
• understand the importance of eating good food,
taking part in physical activity and having enough
The Environment
sleep to keep healthy;
Children are naturally interested in and curious about • talk about how medicines and other substances
their environment. They can further develop their (beneficial or dangerous) can affect them; and
awareness of the environment by: • talk about their own personal safety, keeping safe
• observing aspects of nature such as rainbows, in the home and community, safe places to play,
sunlight, day and night, shadows and newborn the dangers of traffic, and dangerous features in
animals, developing a sense of wonder; the environment such as water or farm machinery.
• helping to care for plants and animals;
• taking some responsibility for caring for their Progress in Learning
environment, for example by respecting play The following is a general description of the
equipment and keeping the playroom tidy; characteristics and skills that most children who
• talking about environmental issues such as litter, have experienced appropriate pre-school education
recycling bottles, and paper banks; will display.
• participating in their own cultures and learning
about the diversity of others; and Children will have the ability to:
• being encouraged to consider the needs of others
• show an awareness of personal worth, displaying
in the environment.
increasing self-confidence, self-control and
self-discipline;
Health, Hygiene and Safety
• enjoy relationships with adults and other
The pre-school setting is an ideal place to establish children and work both independently and as
positive attitudes towards health, hygiene (including part of a group;
dental care) and safety. For example, snack time • share, take turns, follow and lead;
provides staff with opportunities to talk naturally • be increasingly sensitive to the needs and feelings
and informally with children about healthy foods of others;
and healthy eating habits. During cooking and food • demonstrate consideration for others by caring for
preparation activities, staff can talk about foods and helping one another;
that are good for us, the importance of hygiene, • understand rules and routines and engage in
and safety issues. Daily routines can help children acceptable behaviour;
to develop acceptable standards of hygiene when • show some independence in dressing and in
they are encouraged to wash their hands after personal hygiene;
messy play, before eating and after using the toilet • eagerly explore new learning;
independently. Energetic physical activity should • show an increasing awareness of the importance
also form part of each daily session. of healthy food, hygienic habits, exercise and rest;
The Curriculum 21
• persevere with tasks and seek help when needed; • having opportunities to develop social skills,
• take pleasure in their achievements; and such as turn-taking, sharing, co-operating and
• treat living things and the environment with negotiating, and values such as trust, fairness and
respect, care and concern. respect for others.
Outdoor play can provide space and freedom that

Physical Development would be difficult to find indoors. It has an important
and Movement role in the emotional development of children,
providing them with the freedom to run, shout and
Children enjoy physical play both indoors and
play exuberantly within appropriate boundaries.
outdoors. They revel in freedom of movement and in
Outside they can experience a wide range of
play that is inventive, adventurous and stimulating.
emotions, for example the challenge of climbing high
Physical play that develops gross motor skills, for
or the joy of running and jumping. They can begin
example running, jumping, climbing, skipping,
to experience the satisfaction of solving physical
hopping, balancing, kicking, striking, throwing and
challenges and problems that arise when playing
catching, helps children to develop balance, control,
with others.
co-ordination and an awareness of size, space and
direction. Play opportunities should be maximised
Effective physical play takes place when children
indoors and outdoors to help develop fine motor
have access to:
skills such as grasping, screwing, pinching, picking,
holding and threading, which are important for • well defined, suitable, safe spaces for distinctive
the development of eye and hand control. During types of play and sensory exploration where they
physical play children can also observe things from can experiment with different ways of moving;
different perspectives, for example looking at things • developmentally appropriate materials that reflect
from the top of a slide or from under a bench. their interests and can be used in a variety of ways
to support different types of play; and
Gross motor skills need to be nurtured, not only • appropriate small and large equipment that meets
because they are important for the child’s long-term safety regulations and standards and allows the
health and well-being but also because they support children to extend their physical skills.
physical and cognitive development. These skills
should be developed informally during planned daily Adults promote learning by ensuring that:
physical play. Physical development helps children • there is sensitive adult participation and adequate
to gain confidence and self-esteem as they discover supervision to ensure children’s safety;
what they can do, and it enables them to feel the • children are actively engaged and involved in
benefits of being healthy and active. outdoor play;
• use of space is planned so that it can be used
Young children learn and develop through: in different ways and for different purposes
• taking part in physical play and beginning to throughout the year;
develop an understanding of safe practice;
• responding creatively to a range of stimuli
including music, songs, action rhymes and stories;
and
22 The Curriculum
• play is planned carefully to sustain interest, offer • use a range of tools, equipment and materials
challenge and balance activities that provide which may include, scissors, pencils, paint
for individual needs and abilities, ensuring that brushes, pens, construction materials, jigsaws and
children develop their skills progressively over a books.
period of time;
• play equipment can be altered or rearranged to Progress in Learning
provide challenge and progression; The following is a general description of the
• materials reflect the experiences and cultures of characteristics and skills that most children who
the children in the setting and promote diversity have experienced appropriate pre-school education
in unbiased ways; will display.
• equipment and tools are positioned to be used
imaginatively; Children will have the ability to:
• children are involved in the planning of these
• demonstrate gross and fine motor skills;
areas and encouraged to carry appropriate
• show an awareness of space and of others and
equipment safely;
begin to use space imaginatively;
• children are taught safety rules and encouraged to
• move confidently with control and co-ordination;
keep them; and
• use a wide range of large and small equipment
• appropriate risk assessments have been carried
with increasing confidence and skill; and
out.
• use tools and equipment appropriately and safely
and understand simple rules.
When physical play is offered indoors, consideration
should be given to:
• the materials and equipment that can be Language Development
accommodated safely in the environment;
Language development is crucial to living and
• the location of the equipment, so that there is
learning: to communicate with others, to share and
minimal disruption to quieter play; and
express feelings, to give and obtain information, and
• the appropriate use of large spaces beyond the
to understand ideas and develop thoughts. Being
playroom, to provide a variety of experiences.
able to understand and use language allows children
to:
Developing increasing control of the fine
movements of their fingers and hands links to • make their needs, thoughts, feelings and ideas
children’s emergent writing skills. They should have known;
opportunities throughout the day to: • interact socially as they play together;
• manage their own behaviour and self-regulate
• play with equipment that can improve their fine
their emotions; and
motor skills such as pouring, building, threading,
• learn independently and collaboratively.
screwing and unscrewing, weaving, using the
computer and working with malleable materials,
Children bring to the pre-school setting their own
for example by poking, squeezing, patting, rolling,
experiences of using language. Some children may
pinching and twisting them;
arrive clearly demonstrating an age-appropriate level
• complete simple tasks such as buttering bread,
of proficiency, while some may not.
putting on their own coat and pouring milk; and
The Curriculum 23
Within any group of children there may be a wide • ensuring that the learning environment contains
range of knowledge, skills, attitudes and needs. It is exciting, attractive and stimulating resources
crucial to recognise and value each child’s starting which provoke discussion and encourage children
point in order to provide appropriate support. to use and share language;
• appreciating the link between language and gross
As language develops, children need to be supported and fine motor skills;
to: • creating scope for the development of language
through learning experiences across the
• focus their attention and listen (attention and
curriculum;
listening);
• supporting children for whom English is an
• understand language (receptive language);
additional language and those who are being
• use language to convey their own messages
taught through the medium of Irish; and
(expressive language);
• working in partnership with parents and other
• become aware of sounds (phonological
agencies to multiply benefits for each child.
awareness);
• remember what they hear and see (auditory and
Designing stimulating play-based activities
visual memory); and
across all the Areas of Learning creates scope for
• use language as they socialise (pragmatics).
the development of language learning and good
communication skills. Through talking and listening
Adults play a very important role in children’s
with adults and their peers, children learn the
language development. They support children to
value of interaction and can become more adept at
develop specific language and communication skills
communicating their needs, thoughts, feelings and
as they engage in play. It is particularly important to
ideas. This facilitates the skills they need for social
develop professional knowledge, skill and expertise in
interaction.
this area.
Young children learn and develop through:

Adults promote learning by:
• looking and listening effectively and being
• listening to children, providing simple descriptions
positioned appropriately to develop attention and
of what the child is doing or experiencing and so
listening skills;
enriching their vocabulary;
• engaging in conversation and knowing how to
• encouraging children to focus their attention;
take turns and respond;
• modelling language, choosing comments and
• being assisted to develop thinking skills and build
open-ended questions to encourage children to
confidence in the use of language;
process information;
• actively participating in stories, rhymes and
• understanding how language typically develops;
songs, as well as listening and responding to
• valuing children’s existing language skills;
music;
• identifying common difficulties;
• having opportunities through play and routines
• recognising individual learning needs;
to have fun with words, for example exploring
• knowing and using some simple strategies to
rhyming words, using nonsense rhymes and
support the child;
playing word games;
24 The Curriculum
• engaging in imaginative activities, such as • retelling familiar stories and relating their own
dressing up, role-play and drama, which experience where relevant;
provide freedom for the child to be creative and • hearing and using new words and phrases,
experiment with words and phrases in character; developing imagination;
and • becoming aware of environmental print;
• having opportunities to recall an activity or recent • browsing and making personal choices from a
event, with the introduction of new vocabulary as well-stocked and inviting book area with both
appropriate. fiction and non-fiction titles; and
• having access to appropriate ICT resources, for
Developing a love of stories and books is important example resources that allow them to listen to and
for language development. Children should be helped enjoy stories or which enrich vocabulary.
to understand that books can provide information
and help to answer questions. Staff should provide Writing, including scribbling and mark-making, is
access to a wide range of suitable books and writing a way to express and exchange thoughts or ideas.
materials in various play areas. These should appeal There should be opportunities for the children
to the diverse needs and interests of the children in to observe adults writing. Children should not be
the setting. Children should also have opportunities introduced to any elements of the formal teaching of
to take books home to share with parents/guardians/ writing. However, some children may show an early
carers. interest in this as they play, for example beginning
to experiment with forming letters. Appropriate
Children should not be introduced to any elements materials should be available in play areas to
of the formal teaching of reading. However, some encourage children to experiment with writing as part
children may show an interest in this as they play, for of play-based learning.
example identifying key words and reading simple
stories. With skilful adult participation children Young children learn and develop through:
can become aware that pictures and words convey
• expressing themselves by scribbling,
meaning that does not change.
mark-making and drawing, increasingly valuing
each of these elements as an important part of the
Young children learn and develop through:
writing process;
• having access to a range of books and reading • making explicit links between reading and writing
materials throughout the day and across various by ‘reading’ their own ‘writing’;
areas of play; • experimenting with these processes using a wide
• listening to and joining in with stories, rhymes variety of media such as paper, pencils, crayons,
and songs in a range of contexts that may include whiteboards, chalk or paint;
one-to-one situations, as well as large and small • having their thoughts, feelings and ideas recorded;
groups; • being aware of print in all play areas, including
• looking at books individually, with other children becoming familiar with symbols and key words
or with an adult; such as their name card for self-registration or
• having opportunities to discuss the story, name labels for their paintings; and
characters, actions, pictures or details such as • having access to appropriate ICT resources, for
printed words or symbols, as their curiosity example resources that allow them to experiment
requires; with drawing and writing.
The Curriculum 25
During their pre-school education, children will • demonstrate appropriate book handling skills;
become aware of and should be encouraged to use • access and use books independently;
other forms of communication as means of self- • understand that pictures, symbols and words
expression. These include painting, drawing, music, carry meaning; and
movement and drama. • mark-make to convey meaning.
Some children may also use assistive technology

to support their ability to communicate. Typically Early Mathematical Experiences
this involves using simple devices or machines with A positive attitude towards and an understanding of
speech output. mathematical concepts are important in everyday
life. These develop slowly in young children, so
Progress in Learning they need opportunities to revisit activities and to
Pre-school language and communication experiences experience mathematical ideas in many different
should support each child’s ability to interact contexts. Staff in the pre-school setting should seek
effectively, express themselves creatively and to extend, informally, the mathematical experiences
develop personal confidence. As language and the children have already had in their home
communication skills develop, children will begin to environment. This helps to lay the foundations for
show progress in their learning. positive attitudes.
The following is a general description of the Initially, as the children engage in play, they will use
characteristics and skills that most children who their own everyday language. With the skilful help of
have experienced appropriate pre-school education staff in the setting, they will begin to understand and
will display. later use mathematical language as they develop an
awareness of number, shape, space, size, quantity,
Children will have the ability to: relationships, pattern, sequencing and time.
• listen and engage in conversation;
• respond to simple instructions and follow All areas of indoor and outdoor play, everyday
directions; routines, songs, rhymes, jingles, stories and
• make an appropriate response or answer a games provide opportunities to foster children’s
question; understanding of mathematical concepts such as
• express thoughts, ideas and feelings with sorting, matching, comparing, classifying, counting
increasing confidence; and making patterns.
• use a growing vocabulary appropriately;
• interact and participate with increasing Young children learn and develop through:
confidence; • experimenting with a wide range of materials;
• engage in role-play, using appropriate language • exploring and investigating the properties of
to express their feelings; materials;
• demonstrate increasing phonological awareness, • being given time to consolidate their
including an awareness of rhyme, syllable and understanding of concepts;
sound; • hearing mathematical language being used as a
• share stories with adults and peers or enjoy them natural part of conversations with adults; and
independently;
26 The Curriculum
• being encouraged to use mathematical language • talking about the change of shape when cutting
as they talk about their experiences and findings up fruit and vegetables with safety knives; and
with adults and peers. • using a variety of shapes to make pictures and
build models.
When appropriate and through naturally occurring
opportunities, children should be enabled to develop Development of Space
their understanding of the following areas. Children need an understanding of space in order to
consider the relationships between objects. As they
Development of Early Number play indoors and outdoors, they will begin to develop
Children should have the opportunity to develop a good sense of how close objects are to them. They
their natural curiosity about the role of numbers and will begin to understand that the position of some
counting in their everyday lives. objects is fixed; for example, the tree does not move
and therefore we have to walk around it. Through
Through play and everyday activities, adults promote play, they will appreciate that other shapes and
learning by: objects can be moved; for example, a tower of bricks
can be taken down and rebuilt.
• using stories, rhymes and jingles with an element
of number and encouraging the children to join in;
Through play and everyday activities, adults promote
• giving children time to organise themselves to
learning by:
take turns and talk about being first, last and next;
• looking at the numbers on everyday objects in the • encouraging children to find a space to turn
pre-school setting; around, dance, assemble a floor puzzle, build with
• talking about the number of children who can play large bricks or ride a bike in the playground;
at the sand or at the bricks and why; and • encouraging children to explore limited spaces,
• playing simple games with an element of for example how many children can fit into a large
counting. box and what happens if another child climbs in or
one climbs out; and
Development of Shape • using prepositions such as in, on and under in
Children need to develop an appropriate language in different contexts.
order to describe objects. Adults should encourage
them to examine and talk about objects that are a Prepositions often have a variety of meanings
similar shape and observe and discuss objects which depending on their context; for example, a child may
are different from each other. be asked to ‘put their hand in their pocket’ or ‘ride
their bike in the playground’.
Through play and everyday activities, adults promote
learning by: Development of Size and Quantity
Initially, children describe objects in terms of big
• talking about the shapes of everyday objects they
and small. The adult should share the appropriate
may encounter in their immediate environment,
language relating to length, weight, capacity or
such as plates, sandwiches and windows;
height.
• encouraging children to examine and choose
objects that are the same, for example to find a
block that is exactly the same as another;
The Curriculum 27
Through play and everyday activities, adults promote • exploring the links in stories, for example The
learning by: Three Little Pigs and Goldilocks and the Three
Bears; and
• talking about characters in stories in terms of size,
• talking about what is similar and different in
for example in Jack and the Beanstalk;
everyday objects, for example selecting two
• helping children dress teddy by finding clothes
children's coats that are a similar size and colour
that fit him, then talking about clothes which are
but are different in that only one has pockets.
too big or small for the children;
• talking about making a long track for the cars or a
Development of Pattern
long fence around the house;
• taking children on a long or short walk around the Early understanding of pattern depends on children’s
school; ability to observe and talk about similarities and
• discussing the different sizes of balls of clay/ differences in objects. Music, stories and rhymes also
dough or buckets of water/sand when playing with contribute to pattern development.
these materials;
• talking about bags, toy boxes or buckets of sand Through play and everyday activities, adults promote
being full and heavy or empty and light; learning by:
• talking about the postbox being full of letters or • encouraging children to look at footprints in the
empty and whether parcels are big or small and sand, or snow or at potato, leaf or hand prints
heavy or light for the post person to carry; and when painting;
• asking whether all the large bricks could fit into a • talking about pictures of animals with distinct
small box. markings, such as a zebra or striped caterpillar;
• encouraging children to explore different textures,
Development of Relationships for example textured wallpaper, velvet, felt and
The ability to make connections is important in many silky fabrics;
aspects of mathematics. An early appreciation and • helping children become familiar with language
understanding of relationships can be developed in that describes the decoration of some paper and
everyday routines and activities. materials, for example spots, stripes or zigzags;
and
Through play and everyday activities, adults promote • using stories, rhymes, songs and musical
learning by: instruments to encourage an awareness of sound
patterns.
• demonstrating that toys and equipment are sorted
into allocated boxes and places, for example that
Development of Sequencing and Time
coats are placed on their coat peg;
• talking about how some toys and equipment must The concept of the passing of time is difficult for
be placed in a box in a particular way or the lid will children to understand. However, there are activities
not close; that should help them begin to develop an awareness
• helping the children match lids to the appropriate of time. These include daily and weekly routines such
saucepans or showing that the dustpan and brush as home time and snack time, listening to sequenced
fit together; stories, and talking about festivals or other special
occasions, including ‘how many sleeps until …’
28 The Curriculum
Through play and everyday activities, adults promote • use some mathematical language – big, small/
learning by: little, full, empty, more, another, long, short, heavy
and light;
• having a simple cue for tidy-up time or time to go
• talk about the steps involved in completing an
outside;
activity;
• talking about what is next in the daily routine;
• talk about being first, last and next when taking
• sequencing everyday routines such as putting on
turns;
a coat before going outside;
• talk about daily routines and seasonal events;
• sequencing seasonal events or planting seeds and
• sort, match, sequence and count in the course of
watching them grow;
their play;
• using words and phrases such as today, tomorrow,
• understand some prepositional words – in, on, at,
yesterday and a long time ago;
above, below and under;
• highlighting day and night in stories, for example
• recognise and talk about shapes in their
that we go for a walk during the day and sleep at
environment;
night;
• solve problems, question, predict and experiment;
• retelling favourite rhymes or stories out of
• talk about photos of familiar objects taken from
sequence for the children to correct;
different angles and decide what objects they are;
• considering using a sand timer for taking turns;
• observe equipment from a variety of positions, for
and
example talking about what they notice about the
• talking about how they feel hungry when it is
play area when observed from the top of the slide;
lunchtime.
and
• talk about objects in the distance and those that
Progress in Learning
are near, or close to the reader when sharing story
As children play they solve problems, question,
books.
predict and experiment. They also sort, match, order,
sequence and count. They learn number rhymes and
songs and listen to stories that include elements of
mathematics.
The following is a general description of the

characteristics and skills that most children who
have experienced appropriate pre-school education
will display.
Children will have the ability to:

• listen to and engage in number rhymes, jingles
and songs;
• listen to and engage in stories that contain
elements of mathematics;
• appreciate that objects are stored in particular
boxes or areas;
The Curriculum 29
The Arts • encouraging children to explore their own ideas
rather than reproduce someone else’s; and
Being creative is about making new things, taking • teaching children to appreciate their own work
risks, experimenting, coming up with new ideas, and respect the work of others.
solving problems and coping with uncertainty.
Creative play, both indoors and outdoors, not only In developing children’s creativity in the arts, adults
helps foster these skills but can also assist with should remember to celebrate the uniqueness of each
emotional development and social interaction. It can child’s work. They should emphasise the process, the
promote aesthetic awareness and be an avenue for children’s enjoyment and the learning that is taking
self-expression. Partnership with parents is important place, rather than the finished product.
so they understand the learning and value in the
experiences their children engage in, including Creative Experiences
potentially ‘messy’ activities. Art and design are a natural means of
communication and learning for young children.
Young children learn and develop through: Through the freedom of play, children explore natural
• exploring and experimenting in sensory and play- and man-made materials and have opportunities to
based activities; experiment with colour, shape, pattern and texture.
• encouragement and stimulation by adults helping This helps them to think through ideas, develop
them to express their ideas, extend their creativity visual, spatial and tactile awareness, and develop
and develop originality of thought; and investigative and manipulative skills.
• opportunities to explore and share those thoughts,
ideas and feelings through a variety of art and Adults promote learning by:
design, music, movement, dance, dramatic and • providing children with opportunities to create in a
role-play experiences, with adults’ encouragement space that they can return to at different times to
and support. complete or alter their work;
• making a wide range of good quality materials,
As they discover what they can do, children will media and tools freely accessible to the children
experience the joy of achievement and develop self- and adding to or changing these over time, for
confidence and self-esteem. example preparing a paint area for children to mix
their own colours, squeeze their own paint and
Adults promote learning by: choose different sizes of brushes;
• valuing and encouraging the children’s natural • allowing children to choose their own activities
curiosity and vivid imaginations; and implement their own ideas;
• providing opportunities to stimulate creativity and • valuing the work of the children by displaying
ensure progression throughout the year; it attractively for their peers and parents to
• helping children to take risks, to have confidence appreciate; and
to try things out, and to accept that their ideas • providing opportunities to work indoors and
may not necessarily work; outdoors, at times creating ‘temporary pictures’
• providing opportunities for children to develop the from materials such as stones, sticks, feathers,
skill of observation; glass beads, buttons and card.
• helping children to listen and talk about their
experiences using appropriate language;
30 The Curriculum
This transient art can be changed or moved around • experiment with and use tools such as a sticky
and the materials reused. Children can also be tape dispenser, scissors and a hole punch.
encouraged to take photographs to record their
creations. Using Malleable Materials
As children take part in play, they should have
Painting and Drawing opportunities to:
As children take part in play, they should have
• work with, and explore the properties of, large
opportunities to:
amounts of clay, dough and other modelling
• experiment with various media and tools such as materials, squeezing, poking, flattening, pinching
paint, crayons, pencils, chalk, charcoal, pastels, and modelling;
brushes, fingers, sponges and combs; • make patterns in the materials using a variety of
• explore colours and textures, for example by tools and materials such as shells, leaves, cones,
mixing paints and using paint with sand, glitter or scissors, potato mashers, knives and forks; and
glue added; • enhance their work with, for example glitter,
• paint or draw vertically and horizontally, at colour and scent.
different levels, using paper of different colours,
shapes, textures and sizes; Music Experiences
• paint on other surfaces such as fabric, card,
Music provides children with opportunities to explore
Perspex and windows;
feelings and express themselves in ways that support
• paint or draw pictures, from direct observation of
or go beyond verbal communication. Music provides
objects, for example flowers, fruit or snails; and
a context for developing creativity, self-confidence
• create pictures, for example by printing using
and self-esteem, and it can give children endless
everyday objects, blow painting, bubble
enjoyment. It helps them learn how to listen,
painting, using wax resist, using marbling ink, or
distinguish between sounds and respond to beat
experimenting with shaving foam.
and rhythm. This contributes to building a strong
foundation for early reading and mathematical
Using Paper, Card, Wood, Fabrics and Scrap
development.
Materials
As children take part in play, they should have As children take part in play and other activities, both
opportunities to: indoors and outdoors, they should have opportunities
• explore materials of different textures, which will to:
offer them sensory experiences; • listen to and join in singing rhymes and songs;
• make pictures and models using a variety of • listen to a variety of music (including music that
natural and man-made materials such as paper, reflects cultural diversity), responding to the
card, boxes, fabrics, string, wood, feathers, glitter, beat using appropriate actions such as clapping,
sequins and buttons; marching, swaying or nodding;
• investigate different ways of joining materials, • listen to music and respond freely by moving
including using different sorts of glue, tape and expressively;
staples, and temporary methods such as elastic
bands and paper clips; and
The Curriculum 31
• become aware of different kinds of sounds such Progress in Learning
as loud/quiet, high/low, and sounds made by The following is a general description of the
different instruments; characteristics and skills that most children who
• become aware of sounds in the environment such have experienced appropriate pre-school education
as bird songs and traffic; will display.
• explore ways of making sounds using everyday
objects like percussion and other musical Children will have the ability to:
instruments;
• explore a variety of materials, appreciating colour,
• make and use their own musical instruments; and
shape, texture and sound;
• see and hear music performed, either first-hand or
• express their ideas, communicate their feelings,
using video or ICT.
use their imagination and use a range of materials
to make simple representations, which will
Drama Experiences
become more detailed as their concentration and
Drama allows children to express their feelings
observational skills increase;
and imagination in both verbal and non-verbal
• develop manipulative skills as they handle
ways. Through role-play, dance and mime they
appropriate tools and instruments;
enter different worlds as they recreate and invent
• begin to value their own and other children’s work;
situations at home, in pre-school, in the community
• express ideas and feelings during role-play and
and in their imaginations. Taking part in these
begin to assume different roles; and
activities both indoors and outdoors helps children
• learn songs, listen and respond to music, and
to develop self-esteem and confidence. It also
make their own music by singing, clapping and
contributes to their oral language development and
playing percussion instruments.
their social and emotional development. Staff should
become involved sensitively where they observe that
role-play needs support. They can do this by joining The World Around Us
in the play, suggesting a new context or adding a
resource. From their earliest days, children try to make sense
of their world. They are naturally curious about
As children take part in play, they should have their environment and the people around them and
opportunities to: frequently ask questions. Through a wide variety of
activities and experiences in play, children begin
• join a group involved in role-play; to develop a range of skills and concepts such as
• initiate their own role-plays, assuming and observation and experimentation.
sustaining roles;
• access and use a wide range of dressing-up Young children learn and develop through:
materials and props to enhance their play;
• see adults modelling roles such as the patient • using their senses to explore their immediate
in the hospital or the customer in the shop, indoor and outdoor environments; and
hairdresser’s or café; and • freely exploring their immediate surroundings
• explore a range of resources including puppets, through play-based learning, both indoors and
soft toys and small world toys to create scenarios, outdoors.
retell stories or express their own ideas.
32 The Curriculum
Adults promote learning by: Children may also have opportunities to explore:
• planning a wide variety of learning experiences • planting and growing throughout the year, for
that help to develop a range of skills and concepts, example growing seeds and plants or bulbs in soil
including observation, experimentation and free and water;
exploration of the children’s surroundings; • the life cycle of, for example butterflies or frogs;
• extending children’s understanding of themselves • a range of natural and man-made materials and
and their families, their pre-school setting (both sounds, using their senses to explore foliage, fruit
indoors and outdoors) and the wider environment; and vegetables, foods made in the setting, metal
• commenting, asking open-ended questions, and objects, magnets, and environmental sounds such
encouraging children to experiment and evaluate; as birds singing or traffic;
and • materials in creative play, manipulating malleable
• providing children with opportunities to learn materials such as dough and clay, becoming
about the world around them through books, aware of how these materials behave when poked,
pictures, posters and photographs, and by using rolled, squashed and pulled, and observing what
appropriate ICT. happens when colours are mixed;
• creating stimulating areas of interest, which
To help children develop skills and concepts may include photographs, magnets, magnifiers,
related to the world around them, they should have mirrors, the insides of clocks, light boxes, plants
opportunities to engage in interesting activities that at different stages of development, shells,
provide them with first-hand experiences to explore and representations of seashore, jungle or ice
through their senses. landscapes;
• creating models, for example when they assemble,
These may include opportunities to: rearrange and build with a variety of sizes and
shapes of blocks and other materials or talk about
• observe water, discussing and experimenting
why some models stand and others collapse; and
with how different objects behave in water, what
• the properties of different materials and their
happens when colour is added to water, the uses of
appropriate uses, putting things together in a
water and importance of not wasting it, and water
variety of ways, for example making models
in the environment such as raindrops on windows
with natural and man-made materials, sticking,
and puddles;
cutting, folding and, on occasion, taking things
• explore the properties of wet, damp and dry sand,
apart.
using sand to build and make models;
• discuss changes in materials in real contexts such
There may be opportunities for children to talk about:
as cooking, freezing and making dough; and
• show respect for living things and discuss the • relevant topics or festivals that are a natural part
importance of handling them with care and of their own experiences, for example holidays,
sensitivity, for example by helping to attend to celebrations, birthdays or the arrival of a new
indoor and outdoor plants or look after a wormery baby, using photographs, drawing or making
or bug box. models to record events, if appropriate;
• the weather and the seasons at appropriate times
during the year;
The Curriculum 33
• themselves and their body parts, for example by Progress in Learning
talking with adults, engaging in role-play and The following is a general description of the
listening to appropriate stories, rhymes and songs; characteristics and skills that most children who
• where they live, the members of their extended have experienced appropriate pre-school education
family and events in their lives (both past and will display.
present);
• healthy eating and habits for life; Children will have the ability to:
• issues relating to safety (including the weather)
in the pre-school setting and in the wider • show interest in and care for their environment;
environment, for example by discussing safe play • care for and respect living things and handle them
indoors and outdoors, by playing with simple sensitively;
floor maps and small vehicles and discussing • talk about themselves, their families, their
road safety, by keeping safe in the home and pre-school setting and the wider environment;
community, and by discussing how to keep • recognise the role of some people who work within
safe in the sun and the importance of wearing the setting and the local community;
appropriate clothing; • show an awareness of time as they talk about
• their pre-school setting (including the name of seasonal and festive events and take part in daily
the setting and the people who work in it), where routines;
to find people, materials and equipment in the • observe, explore, investigate and select materials
setting, and the names, function and position of and equipment in a range of situations;
different rooms or areas, the local environment • ask questions about why things happen and how
and visitors; things work;
• the work of some people in the local community, • use skills such as cutting, sticking, folding,
such as a fire officer, shop assistant and/or doctor, pouring and building as they work with a variety
through role-play or arranging visits to or from the of materials;
setting; and • begin to name parts of the body;
• taking some responsibility for caring for their own • identify a variety of familiar sounds;
environment, becoming aware of environmental • talk about their observations and make simple
issues like litter and the use of paper and bottle predictions about things, for example what would
banks. happen if water was added to sand; and
• show an awareness of some environmental and
safety issues.
34 The Curriculum
Appendix
Useful Links and Resources
Department of Education
Early Years Education
www.education-ni.gov.uk/articles/early-years-education
Guidance on Induction and Transition – Pre-school Education
www.education-ni.gov.uk/sites/default/files/publications/de/guidance-on-induction-and-
transition-pre-school-education-and-year-1.pdf
Guidance for pre-school education providers
www.education-ni.gov.uk/articles/guidance-pre-school-education-providers
How to apply for a pre-school place
www.education-ni.gov.uk/publications/how-apply-pre-school-place
Learning to Learn: A Framework for Early Years Education and Learning
www.education-ni.gov.uk/articles/learning-learn
Looked after children
www.education-ni.gov.uk/articles/looked-after-children-0
Newcomer children
www.education-ni.gov.uk/articles/newcomers
Open enrolment Circular 2014/07
www.education-ni.gov.uk/sites/default/files/publications/de/2014-07-open-enrolment-in-
nursery-schools-and-nursery-classes-in-primary-schools.pdf
Review of Pre-school admissions arrangements 2012
www.education-ni.gov.uk/publications/review-pre-school-admissions-arrangements
Special Education Needs resources
www.education-ni.gov.uk/topics/support-and-development/special-educational-needs
www.education-ni.gov.uk/publications/sen-early-years-supplement
Appendix 35
Education Authority
www.eani.org.uk
Intercultural Education Service
www.eani.org.uk/schools/intercultural-education-service/
Pre-school Admissions
www.eani.org.uk/i-want-to/apply-for-a-school-place-or-transfer-between-schools/pre-
school/
Pre-school Education Programme
www.eani.org.uk/schools/pre-school-education-programme/
Other Useful Links

Altram – support and resources for pre-school settings in the Irish-Medium sector
www.altram.org
Community Relations, Equality and Diversity NI

www.credni.org
Early Years Organisation – support and resources for non-statutory pre-school settings
www.early-years.org/services
Education and Training Inspectorate
www.etini.gov.uk
Family Support Hubs
www.cypsp.org/family-support-hubs/#ffs-tabbed-15
Family Support NI
www.familysupportni.gov.uk
Getting Ready to Learn
www.gettingreadytolearn.co.uk
NI Direct – Pre-school education page
www.nidirect.gov.uk/articles/pre-school-education-nursery
www.nidirect.gov.uk/campaigns/helping-hand
Northern Ireland Council for Integrated Education (NICIE)
– support and resources for the Integrated Education sector
www.nicie.org
Sure Start
www.nidirect.gov.uk/articles/sure-start-services
www.early-years.org/surestart
36 Appendix
Curricular Guidance for
Pre-School Education
© CCEA 2018
COUNCIL FOR THE CURRICULUM, EXAMINATIONS AND ASSESSMENT

29 Clarendon Road, Clarendon Dock, Belfast BT1 3BG
Tel: +44(0)28 9026 1200 Fax: +44(0)28 9026 1234
Email: info@ccea.org.uk Web: www.ccea.org.uk

Preschool Guidance 2018

Uploaded by

Copyright:

Available Formats

Preschool Guidance 2018

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Preschool Guidance 2018

Uploaded by

Copyright:

Available Formats

Curricular Guidance for

COUNCIL FOR THE CURRICULUM, EXAMINATIONS AND ASSESSMENT

The Pre-School Child

Promoting Good Practice

The Pre-School Child 5

Promoting Good Practice 7

8 Promoting Good Practice

Promoting Good Practice 9

10 Promoting Good Practice

Promoting Good Practice 11

12 Promoting Good Practice

Promoting Good Practice 13

Looked After Children Newcomer Children

14 Promoting Good Practice

Promoting Good Practice 15

16 Promoting Good Practice

Transition to the Primary School

Promoting Good Practice 17

Fostering Personal, Social and Play Experiences

Outdoor play can provide space and freedom that

Young children learn and develop through:

Some children may also use assistive technology

The following is a general description of the

Children will have the ability to:

Other Useful Links

Community Relations, Equality and Diversity NI

COUNCIL FOR THE CURRICULUM, EXAMINATIONS AND ASSESSMENT

You might also like