Education
This is a basic insight into your child’s development. The theory is that young children’s prime areas of learning need to develop first to enable their learning of specific areas. However, children will access all areas and we will be highlighting the effects certain tasks have on their development.
How to use this page:
1. Scan the QR code of the room you are in.
2. Enjoy reading a bit about what that room offers. This isn’t everything your child is learning in the room, just a few highlights.
Click on one of the buildings to learn more about that particular area:
AREA OF LEARNING AND DEVELOPMENT
ASPECT
PRIME AREAS
Personal, Social and Emotional Development
Making relationships
Self-confidence and self-awareness
Managing feelings and behaviour
Self-confidence and self-awareness
Managing feelings and behaviour
Physical Development
Moving and handling
Health and self-care
Health and self-care
Communication and Language
Listening and attention
Understanding
Speaking
Understanding
Speaking
SPECIFIC AREAS
Literacy
Reading
Writing
Writing
Mathematics
Numbers
Shape, space and measure
Shape, space and measure
Understanding the World
People and communities
The world
Technology
The world
Technology
Expressive Arts and Design
Exploring and using media and materials
Being imaginative
Being imaginative
Food Truck
PRIME/SPECIFIC:
Prime
Prime
AREA OF DEVELOPMENT
Personal, Social and Emotional Development
Personal, Social and Emotional Development
ASPECT:
Making relationships. Self confidence.
Making relationships. Self confidence.
WHAT THIS MIGHT LOOK LIKE:
Making orders of food/drink for and with other children and adults.
Making orders of food/drink for and with other children and adults.
NEXT STEPS...
Pretend to be a customer. Encourage conversations. Ask what food/drink is available.
Pretend to be a customer. Encourage conversations. Ask what food/drink is available.
PRIME/SPECIFIC:
Specific
Specific
AREA OF DEVELOPMENT:
Understanding The World
Understanding The World
ASPECT:
People and communities.
People and communities.
WHAT THIS MIGHT LOOK LIKE:
Children follow instructions. You may ask 'Can I have a coffee with milk please? '
Children follow instructions. You may ask 'Can I have a coffee with milk please? '
NEXT STEPS...
Join in the play. Encourage further conversations e.g. 'Do you have any biscuits?'
Join in the play. Encourage further conversations e.g. 'Do you have any biscuits?'
Bishop’s Construction
PRIME/SPECIFIC:
Prime
Prime
AREA OF DEVELOPMENT
Physical Development
Physical Development
ASPECT:
Moving and handling
Moving and handling
WHAT THIS MIGHT LOOK LIKE:
Balancing bricks on top of each other to build a wall/tower
Balancing bricks on top of each other to build a wall/tower
NEXT STEPS...
Suggest building a wall in the same formation as the wall on the outside of the construction area
Suggest building a wall in the same formation as the wall on the outside of the construction area
PRIME/SPECIFIC:
Prime
Prime
AREA OF DEVELOPMENT:
Personal, social and emotional development
Personal, social and emotional development
ASPECT:
Making relationships
Making relationships
WHAT THIS MIGHT LOOK LIKE:
Two, or more, children working together/taking it in turns to build a wall together
Two, or more, children working together/taking it in turns to build a wall together
NEXT STEPS...
Suggest using other tools/materials to use to encourage further collaborations between the children.
Suggest using other tools/materials to use to encourage further collaborations between the children.
PRIME/SPECIFIC:
Prime
Prime
AREA OF DEVELOPMENT:
Personal, social and emotional development
Personal, social and emotional development
ASPECT:
Self confidence and self awareness
Self confidence and self awareness
WHAT THIS MIGHT LOOK LIKE:
Children chat to each other about what they are doing/their ideas
Children chat to each other about what they are doing/their ideas
NEXT STEPS...
Chat to children about what interesting decisions they are making e.g. "I like how you decided to put that brick there, could you make a wall with something else?"
Chat to children about what interesting decisions they are making e.g. "I like how you decided to put that brick there, could you make a wall with something else?"
PRIME/SPECIFIC:
Specific
Specific
AREA OF DEVELOPMENT:
Mathematics
Mathematics
ASPECT:
Shape, space and measure
Shape, space and measure
WHAT THIS MIGHT LOOK LIKE:
Uses positional language e.g. I'm putting this brick on top of that one…
Uses positional language e.g. I'm putting this brick on top of that one…
NEXT STEPS...
Use words like "long / longer / tall / tallest /wider / higher etc
Use words like "long / longer / tall / tallest /wider / higher etc
West End Theatre
PRIME/SPECIFIC:
Prime
Prime
AREA OF DEVELOPMENT
Personal, social and emotional development
Personal, social and emotional development
ASPECT:
Self confidence and self awareness
Self confidence and self awareness
WHAT THIS MIGHT LOOK LIKE:
Standing on a stage performing
Standing on a stage performing
NEXT STEPS...
Encourage children to invite other children/you onto the stage.
Encourage children to invite other children/you onto the stage.
PRIME/SPECIFIC:
Specific
Specific
AREA OF DEVELOPMENT:
Expressive arts and design
Expressive arts and design
ASPECT:
Being imaginitive
Being imaginitive
WHAT THIS MIGHT LOOK LIKE:
Acting out a 'show' on the stage
Acting out a 'show' on the stage
NEXT STEPS...
Support their 'show' by suggesting dressing up clothes/props e.g. "Wearing this cape might help your character look more magical!"
Support their 'show' by suggesting dressing up clothes/props e.g. "Wearing this cape might help your character look more magical!"
Police station
PRIME/SPECIFIC:
Specific
Specific
AREA OF DEVELOPMENT
Understanding the world
Understanding the world
ASPECT:
People and communities
People and communities
WHAT THIS MIGHT LOOK LIKE:
Children showing an interest in being a police officer by role playing
Children showing an interest in being a police officer by role playing
NEXT STEPS...
Share positive stories/experiences with children about how police officers keep your community safe
Share positive stories/experiences with children about how police officers keep your community safe
PRIME/SPECIFIC:
Prime
Prime
AREA OF DEVELOPMENT:
Communication and language
Communication and language
ASPECT:
Understanding
Understanding
WHAT THIS MIGHT LOOK LIKE:
Children following instructions within play e.g. "Shut the jail door now!"
Children following instructions within play e.g. "Shut the jail door now!"
NEXT STEPS...
Shut the door yourself while repeating the instruction and provide props to encourage further understanding e.g. "I'm going to shut the door and then lock it with my key…"
Shut the door yourself while repeating the instruction and provide props to encourage further understanding e.g. "I'm going to shut the door and then lock it with my key…"
PRIME/SPECIFIC:
Specific
Specific
AREA OF DEVELOPMENT:
Physical development
Physical development
ASPECT:
Moving and handling
Moving and handling
WHAT THIS MIGHT LOOK LIKE:
Crawls through the tunnel to escape the jail
Crawls through the tunnel to escape the jail
NEXT STEPS...
Encourage children to crawl through the tunnel more quickly
Encourage children to crawl through the tunnel more quickly
Garden Patch
PRIME/SPECIFIC:
Prime
Prime
AREA OF DEVELOPMENT
Physical development
Physical development
ASPECT:
Moving and handling
Moving and handling
WHAT THIS MIGHT LOOK LIKE:
Putting fruit and vegetables into different plots, picking them up and moving them around.
Putting fruit and vegetables into different plots, picking them up and moving them around.
NEXT STEPS...
Join in with your child, moving and arranging the fruit and vegetables. You may say to your child 'shall we move them around'.
Join in with your child, moving and arranging the fruit and vegetables. You may say to your child 'shall we move them around'.
PRIME/SPECIFIC:
Specific
Specific
AREA OF DEVELOPMENT:
Mathematics
Mathematics
ASPECT:
Counting shapes
Counting shapes
WHAT THIS MIGHT LOOK LIKE:
Recognising patterns and/or shapes. A child might say 'There are more carrots than strawberries'.
Recognising patterns and/or shapes. A child might say 'There are more carrots than strawberries'.
NEXT STEPS...
Join in with the counting and colour recognition. You may want to help the child make a pattern. You may have a conversation like 'How many carrots do you have?' and start to count with them.
Join in with the counting and colour recognition. You may want to help the child make a pattern. You may have a conversation like 'How many carrots do you have?' and start to count with them.
Bear Farm Shop
PRIME/SPECIFIC:
Prime
Prime
AREA OF DEVELOPMENT
Communication and language
Communication and language
ASPECT:
Understanding
Understanding
WHAT THIS MIGHT LOOK LIKE:
Children behind the till may say, "what are you buying today?" and another child responds by either showing what they want to buy, or by saying "I want to buy this…"
Children behind the till may say, "what are you buying today?" and another child responds by either showing what they want to buy, or by saying "I want to buy this…"
NEXT STEPS...
Encourage children to collaborate by passing items to each other to get them to the checkout quicker.
Encourage children to collaborate by passing items to each other to get them to the checkout quicker.
PRIME/SPECIFIC:
Specific
Specific
AREA OF DEVELOPMENT:
Literacy
Literacy
ASPECT:
Reading
Reading
WHAT THIS MIGHT LOOK LIKE:
Children may notice writing on a product and say, "Look, that says bread"
Children may notice writing on a product and say, "Look, that says bread"
NEXT STEPS...
Point out all the different words/sounds in the writing/print that is around the shop e.g. "look, that says bread…b,b,b bread (with your finger pointing to the letter 'b')"
Point out all the different words/sounds in the writing/print that is around the shop e.g. "look, that says bread…b,b,b bread (with your finger pointing to the letter 'b')"
Bear Grove Cottage
PRIME/SPECIFIC:
Specific
Specific
AREA OF DEVELOPMENT
Understanding the world
Understanding the world
ASPECT:
The world
The world
WHAT THIS MIGHT LOOK LIKE:
Children using the props in the house to mimic what happen in their homes.
Children using the props in the house to mimic what happen in their homes.
NEXT STEPS...
Suggest that other people might do things differently in other homes "e.g. you use the dishwasher but I like to use the sink to wash my dishes!"
Suggest that other people might do things differently in other homes "e.g. you use the dishwasher but I like to use the sink to wash my dishes!"
PRIME/SPECIFIC:
Specific
Specific
AREA OF DEVELOPMENT
Physical development
Physical development
ASPECT:
Health and self care
Health and self care
WHAT THIS MIGHT LOOK LIKE:
Hoover and clean house
Hoover and clean house
NEXT STEPS...
Talk to children about why it's important to tidy and clean…"Let's clean the house because it’s important to stay hygienic and healthy
Talk to children about why it's important to tidy and clean…"Let's clean the house because it’s important to stay hygienic and healthy
PRIME/SPECIFIC:
Specific
Specific
AREA OF DEVELOPMENT:
Expressive arts and desgin
Expressive arts and desgin
ASPECT:
Being imaginative
Being imaginative
WHAT THIS MIGHT LOOK LIKE:
Children use the props in the house support their role play e.g. picking up the Hoover and pretending to hoove the carpet
Children use the props in the house support their role play e.g. picking up the Hoover and pretending to hoove the carpet
NEXT STEPS...
Join in with their role play, offering suggestions to extend their play e.g. "while you Hoover, I'm going to use this cloth to wipe the table. Do you have any polish?"
Join in with their role play, offering suggestions to extend their play e.g. "while you Hoover, I'm going to use this cloth to wipe the table. Do you have any polish?"
Wembley Vets
PRIME/SPECIFIC:
Prime
Prime
AREA OF DEVELOPMENT
Personal Social and Emotional
Personal Social and Emotional
ASPECT:
Making Relationships
Making Relationships
WHAT THIS MIGHT LOOK LIKE:
Washing, feeding, stroking the animals; showing care and concern.
Washing, feeding, stroking the animals; showing care and concern.
NEXT STEPS...
Talk about how we can take care of the animals and make them feel better e.g. "this cat is feeling sad because her tummy hurts but she's come to the vet so we can give her some medicine and cuddles to make her feel better."
Talk about how we can take care of the animals and make them feel better e.g. "this cat is feeling sad because her tummy hurts but she's come to the vet so we can give her some medicine and cuddles to make her feel better."
PRIME/SPECIFIC:
Prime
Prime
AREA OF DEVELOPMENT:
Communication and language
Communication and language
ASPECT:
Listening and Attention
Listening and Attention
WHAT THIS MIGHT LOOK LIKE:
Children listen to the stories of why the animals have been brought into the vets.
Children listen to the stories of why the animals have been brought into the vets.
NEXT STEPS...
Ask the children to tell you (recall) the stories of why the animals are there and what's wrong with them.
Ask the children to tell you (recall) the stories of why the animals are there and what's wrong with them.
PRIME/SPECIFIC:
Specific
Specific
AREA OF DEVELOPMENT:
Understanding the world
Understanding the world
ASPECT:
Technology
Technology
WHAT THIS MIGHT LOOK LIKE:
Children answering the phone to clients calling up to talk about their animals
Children answering the phone to clients calling up to talk about their animals
NEXT STEPS...
Suggest using different tools/props to book appointments e.g. "Shall we put the appointment in the computer/laptop"
Suggest using different tools/props to book appointments e.g. "Shall we put the appointment in the computer/laptop"
Fire Station
PRIME/SPECIFIC:
Specific
Specific
AREA OF DEVELOPMENT
Physical Development
Physical Development
ASPECT:
Moving and Handling
Moving and Handling
WHAT THIS MIGHT LOOK LIKE:
Children will show care when moving around the fire station, watching out for others so they don’t bump into them.
Children will show care when moving around the fire station, watching out for others so they don’t bump into them.
NEXT STEPS...
Encourage children to look where they are going and talk to them as they do it, "There's someone over there, make sure you go around them so you all stay safe" etc…
Encourage children to look where they are going and talk to them as they do it, "There's someone over there, make sure you go around them so you all stay safe" etc…
PRIME/SPECIFIC:
Specific
Specific
AREA OF DEVELOPMENT:
Personal, Social and Emotional
Personal, Social and Emotional
ASPECT:
Making Relationships
Making Relationships
WHAT THIS MIGHT LOOK LIKE:
A group of children will play with each other, acting out a story e.g. they are going to go and put out a fire in the vets…
A group of children will play with each other, acting out a story e.g. they are going to go and put out a fire in the vets…
NEXT STEPS...
Support children to listen to other children's ideas when they might initially just want to stick to their idea e.g. "Ooh, that other child has had a good idea, you could take them as another fire fighter to help you put the fire out"
Support children to listen to other children's ideas when they might initially just want to stick to their idea e.g. "Ooh, that other child has had a good idea, you could take them as another fire fighter to help you put the fire out"
Surgery
PRIME/SPECIFIC:
Prime
Prime
AREA OF DEVELOPMENT
Communication and Language
Communication and Language
ASPECT:
Listening, Attention, Understanding and Speaking.
Listening, Attention, Understanding and Speaking.
WHAT THIS MIGHT LOOK LIKE:
Having a conversation with you and other childen. Listening to and replying to questions.
Having a conversation with you and other childen. Listening to and replying to questions.
NEXT STEPS...
Talk to your child. Encourage them to ask questions to further gain knowledge. Repeat any question or answer they may give to further support their understanding.
Talk to your child. Encourage them to ask questions to further gain knowledge. Repeat any question or answer they may give to further support their understanding.
PRIME/SPECIFIC:
Specific
Specific
AREA OF DEVELOPMENT:
Understanding the world
Understanding the world
ASPECT:
Technology
Technology
WHAT THIS MIGHT LOOK LIKE:
Children may pretent to 'treat' other children/adults. For example pretent to take their temperature or try on new glasses.
Children may pretent to 'treat' other children/adults. For example pretent to take their temperature or try on new glasses.
NEXT STEPS...
Share positive stories/experiences about how Doctors, Dentist and Opticians help people.
Share positive stories/experiences about how Doctors, Dentist and Opticians help people.
Poni & Pie
PRIME/SPECIFIC:
Prime
Prime
AREA OF DEVELOPMENT
Personal, social and emotional development
Personal, social and emotional development
ASPECT:
Making relationships
Making relationships
WHAT THIS MIGHT LOOK LIKE:
Children playing with the hair, and putting into styles.
Children playing with the hair, and putting into styles.
NEXT STEPS...
Encourage children to initiate play with other children e.g. "I'm going to ask that child if I can borrow the hairbrush…"
Encourage children to initiate play with other children e.g. "I'm going to ask that child if I can borrow the hairbrush…"
PRIME/SPECIFIC:
Prime
Prime
AREA OF DEVELOPMENT:
Communication and Language
Communication and Language
ASPECT:
Listening and Attention
Listening and Attention
WHAT THIS MIGHT LOOK LIKE:
Children can paint someone's nails and chat with them too
Children can paint someone's nails and chat with them too
NEXT STEPS...
Ask questions while your nails are being 'painted' to support the two-way conversation
Ask questions while your nails are being 'painted' to support the two-way conversation
PRIME/SPECIFIC:
Specific
Specific
AREA OF DEVELOPMENT:
Expressive arts and design
Expressive arts and design
ASPECT:
Exploring and using Media and Materials
Exploring and using Media and Materials
WHAT THIS MIGHT LOOK LIKE:
Children select certain tools to give them a 'treatment' e.g. hairbrush for hair/nail file for nails
Children select certain tools to give them a 'treatment' e.g. hairbrush for hair/nail file for nails
NEXT STEPS...
Encourage thinking about other ways of doing things e.g "instead of using that brush you could use this one bacuse it will brush better through the hair"
Encourage thinking about other ways of doing things e.g "instead of using that brush you could use this one bacuse it will brush better through the hair"