EYFS Expressive Arts & Design Printable Resources & Guidance

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Expressive Arts & Design activities, displays & planning ideas for reception, preschool, nurseries & childminders

Supporting children’s creativity, imagination and self-expression is a vital part of high-quality EYFS practice. This page brings together a wide range of EYFS Expressive Arts & Design printable resources, planning documents, continuous provision guidance and play-based creative learning ideas for toddlers, preschool and Reception children aged 18 months to 5 years.

Designed for nurseries, preschools, childminders and Reception classrooms, our resources help practitioners create inspiring, open-ended environments that support art, design, music, movement, role play, storytelling, construction, creative exploration and imaginative thinking through meaningful play experiences. You’ll find practical EYFS Expressive Arts & Design activities, continuous provision resources, creative area guidance, loose parts inspiration, role-play materials, outdoor learning ideas and practitioner support documents aligned with Development Matters and the EYFS Framework.

Whether you are looking for toddler creative exploration ideas, preschool art and design planning, Reception imaginative provision inspiration, or guidance for developing expressive arts and creativity through continuous provision, this page includes both free EYFS printable resources and professional practitioner guidance to support confident, developmentally appropriate practice across the Early Years Foundation Stage.

Sections on this page:

⭐ Free Sample ‘Expressive Arts & Design’ Resources

📘 Core Guidance Surrounding ‘Expressive Arts & Design’ Planning & Provision

What do we mean by ‘Expressive Arts & Design’? | What High-Quality Expressive Arts & Design Practice Looks Like | Expressive Arts & Design Progression in EYFS | Expressive Arts & Design within Continuous Provision Enhancements | Inclusive Expressive Arts & Design Practice | SEND & EAL | Expressive Arts & Design and the Other Areas of Learning

🖨️ Printable Provision Resources - Search by:

✨ Top Picks

🔤 Key Words & Phrases

🗂️ Topic

📝 Planning Resources

📌 Featured Planning Resources

💡 Development Matters Examples of How to Support ‘Expressive Arts & Design’

• Birth to 3

• 3 and 4 Year Olds

• Reception

🧭 Age-Specific Curriculum & Pedagogy Planning Support for ‘Expressive Arts & Design’

Guidance Documents, Fine Motor & Mark Making Session Banks, Expressive Arts & Design: Creative Media & Expression Toolkit, Progression Maps

• Toddlers | 18 - 36 Months

• Preschool | 3 - 4 Years

• Reception | 4 - 5 Years

🏡 Continuous Provision | Age-Specific Ideas & Guidance

➕ Further Support

❓ Frequently Asked Questions

🧰 Additional ‘Expressive Arts & Design’ Tools & Guidance

🌈 Additional Areas of Learning

🔐 Find out more about ‘Membership Options’

⭐ Free EYFS ‘Expressive Arts & Design’ Printable Resources

(Click on the images below to find out more)

💡 Join as a Free Access member to download the samples above and all other free resources available on Little Owls Resources at no cost. Alternatively, explore all membership options here.

Additional Free Sample Printable Provision can be found at the top of most pages.

📘 Core Guidance Surrounding ‘Expressive Arts & Design’ Planning & Provision

• What do we mean by ‘Expressive Arts & Design’?

  “The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.” Development Matters

• What High-Quality Expressive Arts & Design Practice Looks Like

  High-quality Expressive Arts & Design practice in the EYFS is rooted in creativity, imagination, open-ended exploration, sensory experience and opportunities for children to express ideas in many different ways. Children develop confidence and creative thinking when they can experiment, revisit, combine materials, explore sounds, move freely, imagine roles and represent their experiences through play.

  Effective Expressive Arts & Design provision includes:

  • open-ended access to creative materials and loose parts

  • opportunities to explore colour, texture, shape, sound, movement and form

  • process-led art experiences rather than adult-directed outcomes

  • music, rhythm, rhyme, singing and sound exploration

  • imaginative role-play, small world play and storytelling

  • construction, model-making and design opportunities

  • adult interaction that values children’s ideas and creative decisions

  • outdoor creative experiences using natural and large-scale materials

  • inclusive resources that reflect children’s identities, cultures and interests

  • continuous provision that encourages experimentation, collaboration and self-expression

  Expressive Arts & Design should be embedded throughout continuous provision, creative areas, role-play, music, movement, construction, storytelling, outdoor learning and child-initiated exploration.

• Expressive Arts & Design Progression in EYFS

  Children’s Expressive Arts & Design development grows through sensory exploration, imitation, imagination, repetition, experimentation and opportunities to represent ideas in different ways.

  Children typically progress from:

  • exploring materials, sounds, movement and sensory experiences

  • responding to music, rhythm, songs, colours and textures

  • imitating familiar actions, roles, sounds and movements

  • making marks, patterns and simple representations

  • engaging in early pretend play and small world play

  • choosing materials and exploring how they can be used

  • creating with increasing intention and confidence

  • developing imaginative stories, roles and collaborative play

  • combining media, materials, movement, music and narrative

  • explaining ideas, adapting creations and expressing meaning through creative choices

  Children develop Expressive Arts & Design through environments that value experimentation, imagination, sensory exploration, process, individuality and joy.

• Expressive Arts & Design within Continuous Provision Enhancements

  Small enhancements within continuous provision can create meaningful opportunities for Expressive Arts & Design development throughout the day.

  Examples may include:

  • open-ended creative trolleys with accessible art and design materials

  • loose parts collections for pattern, collage, construction and transient art

  • music baskets with instruments, sound-makers and rhythm prompts

  • story baskets with puppets, masks, fabric and small world props

  • role-play enhancements linked to children’s interests and experiences

  • large-scale mark-making stations indoors and outdoors

  • natural materials for outdoor art, sculpture and imaginative play

  • mirrors, fabrics and dressing-up resources for movement and role-play

  • construction design prompts using blocks, tubes, boxes and recycled materials

  • clay, dough and modelling materials for sensory and fine motor exploration

  • display spaces that value children’s process, voice and creative decisions

  Continuous provision should make creativity, imagination, movement, sound, design and self-expression visible across the learning environment.

• Inclusive Expressive Arts & Design Practice | SEND & EAL

  Inclusive Expressive Arts & Design provision supports every child to express ideas, explore materials and participate creatively in ways that are meaningful, accessible and respectful.

  High-quality inclusive practice may include:

  • open-ended resources that allow different forms of participation

  • sensory-friendly creative materials and spaces

  • adapted tools, grips, surfaces and mark-making resources where needed

  • opportunities to express ideas without relying only on spoken language

  • music, movement, gesture, visual prompts and objects of reference

  • resources that reflect children’s families, cultures, languages and identities

  • dual-language songs, stories and creative experiences where appropriate

  • flexible expectations around outcomes, pace and engagement

  • adult support that follows children’s interests and communication cues

  • close partnership with families to understand children’s experiences, preferences and strengths

  Children benefit from creative environments where their ideas are valued, their identities are reflected and there are many ways to participate, communicate and express meaning.

• Expressive Arts & Design and the Other Areas of Learning

  Expressive Arts & Design is closely connected to all areas of learning within the EYFS curriculum.

  Communication & Language

  Children use language to describe ideas, tell stories, negotiate roles, respond to music and talk about creative choices.

  Personal, Social & Emotional Development

  Creative play supports confidence, emotional expression, identity, collaboration, self-esteem and relationships.

  Physical Development

  Painting, drawing, modelling, construction, dance, movement and tool use support fine motor control, coordination, strength and body awareness.

  Literacy

  Storytelling, role-play, puppets, songs, rhymes, mark-making and narrative play support early reading, writing and comprehension.

  Mathematics

  Pattern, shape, symmetry, rhythm, spatial awareness, construction and design all support early mathematical thinking.

  Understanding the World

  Children represent experiences, communities, nature, places, materials and observations through art, music, movement, model-making and imaginative play.

  Expressive Arts & Design should therefore be woven throughout continuous provision, adult interaction, storytelling, outdoor learning, routines and child-initiated play.

• Guidance Informed by EYFS Best Practice

  The guidance and resources on this page are informed by:

  • the EYFS Statutory Framework

  • Development Matters

  • play-based and child-centred EYFS pedagogy

  • process-led and open-ended creative practice

  • expressive arts, music, movement and imaginative play

  • continuous provision and enabling environments

  • inclusive practice reflecting children’s cultures, identities and interests

  • responsive adult interaction that values children’s ideas and choices

  All resources should be adapted to meet the needs of individual children, cohorts and settings.

• This Guidance is Useful For

  The resources, guidance and printable materials on this page may be useful for:

  • Nursery practitioners

  • Preschool practitioners

  • Reception teachers

  • Childminders

  • EYFS leaders and managers

  • Curriculum leads

  • SENDCos

  • Early Years students and trainees

  • Intervention staff

  • Parents and carers supporting creativity at home

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🖨️ Printable Provision Resources

Search our ‘Expressive Arts & Design’ printable provision below.

✨ Top Picks

This section is currently being developed.

🛠️ Many of the pages linked within this section are currently being development for an improved user experience🛠️

Key Words & Phrases:

• Colours

• Textures

• Drawing

• Playdough

• Using Tools

• Art & Craft

• Loose Parts Art

• Masks

• Music/Sound (Songs & Musical Instruments soon)

• Nursery Rhymes

• Construction

• Expressive Movement

• Imaginative Play

(Any text without a link indicates that we are working on this area.)

Additional Useful Pages

• Role-Play Packs

• Greeting Cards

• EYFS Framework

• Planning

• Observation & Assessment

• Outdoor Area

• Growth Mindset

• Signs and Labels

Topic:

(Premium or Professional members may use the links below to access a selection of resources from within each topic that focus on Expressive Arts & Design skills.)

• All About Me

• Animals of the World

• Autumn

• Birds

• Books & Storytelling

• Chinese New Year

• Colours

• Construction

• Dinosaurs

• Diwali

• Easter

• Eid al-Fitr

• Epiphany

• Fairies

• Father's Day

• Fireworks

• Food

• Forest School

• Goldilocks and the Three Bears

• Halloween

• Holi

• Inventions

• Jack and the Beanstalk

• Kings and Queens

• Life Cycles

• Little Red Riding Hood

• Materials

• Medicine – Doctors and Nurses

• Mexico

• Minibeasts

• Mother's Day

• Music & Sound 

• New Year

• Nursery Rhymes

• On the Farm

• Outdoor Area: Sand Play / Water Play / Mud Kitchen / Wildlife Investigation Area / Outdoor Mark Making

• Passover

• Pets

• Pirates

• Plants

• Polar

• Ramadan

• Recycling

• Remembrance Day

• Road Safety

• Space

• Spring

• Stay Healthy

• Summer

• Teddy Bears’ Picnic

• Teeth and Oral Health

• The Three Little Pigs

• Toys

• Transport

• Under the Sea

• Wetlands

• Winter

• Zoo

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📝 Planning Resources

📌 Featured EYFS Expressive Arts & Design planning resources

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💡 Examples of how to support ‘Expressive Arts & Design’ learning and development

Extracted from Development Matters; non-statutory curriculum guidance for the early years foundation stage. Includes colour and black and white versions.

Files contain public sector information licensed under the Open Government Licence v3.0.

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🧭 Age-Specific Documents for Supporting ‘Expressive Arts & Design’

Toddlers | 18 - 36 Months

Toddler Room ‘Expressive Arts & Design’ Planning Support

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Preschool | 3 - 4 Years

Preschool ‘Expressive Arts & Design’ Planning Support

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Reception | 4 - 5 Years

Reception ‘Expressive Arts & Design’ Planning Support

For overarching ‘Area of Learning’ Support such as Curriculum Intent Grids, Development Indicators and Assessment Tools, please visit our ‘Observations & Assessment’ page.

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🏡 Expressive Arts & Design within Continuous Provision | Age-Specific Ideas & Guidance

• Toddlers | 18–36 Months

  Toddler Expressive Arts & Design provision should focus on sensory exploration, joyful creativity, movement, sound, imitation, identity and early imaginative play.

  • Open-ended mark-making with chunky tools, paint, chalk, water and natural materials

  • Sensory creative exploration using dough, fabric, textured materials and safe loose parts

  • Music baskets with shakers, bells, drums and sound-making objects

  • Action songs, nursery rhymes and movement experiences

  • Simple role-play linked to home, caring, food, dressing up and familiar routines

  • Large-scale outdoor creative play using water, mud, leaves, sticks and brushes

  • Opportunities to explore colour mixing, texture, shape and pattern

  • Small world play with familiar people, animals and vehicles

  • Adults joining children’s play through imitation, narration and shared enjoyment

  Related Guidance:

  • Continuous Provision Setup Guides | Toddler Room

    • Small World

    • Messy / Wet Play

    • Dry Sensory & Loose Parts

    • Construction

    • Role Play / Home Corner

    • Mark Making

    • Book Area / Reading Nook

    • Music & Sound

    • Outdoor

  • Continuous Provision Maps (18–36 Months)

    • C&L

    • PSED

    • PD

    • Maths Seeds

    • Literacy Seeds

    • UW

    • EAD

  • Continuous Provision Audit & Resourcing List

  • Continuous Provision Rotation Planner Toolkit

  • Toddler Project Planners | Play-Led, Schema-Informed, EYFS Aligned

    • 12 × Main Project Planners (3–4 Weeks)

      • All About Me & My World

      • People Who Help Us

      • Autumn - Senses, Colours & Change

      • Light, Dark & Celebrations

      • Winter-Weather, Warmth & Cosy Spaces

      • Transport & Journeys

      • Growing & Changing

      • Animals & Their Homes

      • Food & Nutrition

      • Minibeasts & Nature Explorers

      • Summer - Sand, Sea & Sun

      • Playful Patterns & Construction

    • 8 × Mini-Project Planners (1 Week)

      • Big Machines & Building

      • Cooking & Food Play

      • Teddy Bears’ Picnic

      • Colours Everywhere

      • Water Play Week

      • My Favourite Things

      • Rhyme Time Week

      • Weather Wonders

  • Expressive Arts & Design: Creative Media & Expression Toolkit | Toddlers (18–36 Months)

• Preschool | 3–4 Years

  Preschool Expressive Arts & Design provision should support children to explore materials, develop imaginative play, express ideas, create with increasing intention and collaborate creatively with others.

  • Creative areas with open-ended resources for drawing, painting, collage and modelling

  • Role-play spaces that reflect children’s interests, homes, communities and stories

  • Music and movement opportunities using instruments, rhythm, dance and action songs

  • Construction and loose parts play supporting design, problem-solving and representation

  • Storytelling areas with puppets, masks, props and small world resources

  • Outdoor creative provision using large-scale mark-making, mud, water and natural materials

  • Opportunities to revisit and develop creative ideas over time

  • Art and design invitations linked to themes, seasons, stories or children’s fascinations

  • Adults supporting children to talk about their choices, ideas and processes

  Related Guidance:

  • Universal Continuous Provision Packs (Preschool | 3–4 Years)

    • Construction Area

    • Small World Area

    • Role-Play Area

    • Writing / Mark-Making Area

    • Maths Area

    • Creative Area (Art & Making)

    • Investigation / STEM / Discovery Area

    • Book Corner / Reading Den

    • Fine Motor Station

    • Water Area

    • Sand Area

    • Snack Area / Independence Station

    • Outdoor Provision Core Zones

      • Physical play

      • Gross motor skills

      • Nature area

      • Outdoor mark-making

      • Outdoor maths

  • Preschool Environment & Provision Map Audit Pack

  • How Continuous Provision Works in Our Preschool Curriculum

  • Continuous Provision Audit Checklist

  • Continuous Provision FAQs (For Preschool Practitioners)

  • Preschool EYFS Theme Packs | 3–4 Years

    • Curriculum Overview | How Themes Fit Together

    • Preschool Theme Packs – FAQs

    • How Practitioners Use This Curriculum Daily

    Core Preschool Themes (6 Weeks Each)

    • ‍Autumn 1: This Is Me

    • Autumn 2: Who Helps When…?

    • Spring 1: Journeys & Transport

    • Spring 2: Animals & Habitats

    • Summer 1: Growing & Changing

    • Summer 2: Water World

    Optional Mini-Themes (1–2 Weeks)

    • Space

    • Dinosaurs & the Mystery Egg

    • Pets & Vets

    • Building & Construction

    • Traditional Tales

    • Beaches & Coastlines

    • Healthy Bodies & Wellbeing

    • Celebrations Around the World

• Reception | 4–5 Years

  Reception Expressive Arts & Design provision should support children to refine creative skills, develop imagination, represent ideas, perform, design, construct and make purposeful choices about materials and techniques.

  • Creative workshops with accessible art, craft, design and construction materials

  • Role-play and small world areas supporting stories, themes, communities and imaginative narratives

  • Music and movement opportunities linked to rhythm, performance, dance and expression

  • Themed enhancements that inspire creative thinking without over-directing outcomes

  • Construction and model-making opportunities involving planning, adapting and evaluating

  • Storytelling, puppet play and drama linked to books, interests and curriculum themes

  • Outdoor creative experiences using large-scale materials, natural resources and movement

  • Opportunities for children to explain, adapt and reflect on their creative choices

  • Adult-guided support that extends children’s ideas while preserving child-led creativity

  Related Guidance:

  • Reception Continuous Provision – Structure & Rationale

  • Universal Continuous Provision Pack (Areas listed below)

    • Construction

    • Creative

    • Investigation / Discovery

    • Maths

    • Reading

    • Role Play / Small World

    • Malleable / Sensory

    • Writing

  • Outdoor Continuous Provision (Reception)

  • Adult-Guided Learning in Provision

  • Reception Optional Themed Enhancements - Idea Banks | 4–5 Years

  • Reception Enhanced Provision Planning Toolkit | 4–5 Years

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❓ Frequently Asked Questions About EYFS Expressive Arts & Design

• What is Expressive Arts & Design in the EYFS?

  Expressive Arts & Design is one of the specific areas of learning within the EYFS. It includes creating with materials and being imaginative and expressive.

• Why is Expressive Arts & Design important in early years?

  Expressive Arts & Design helps children develop creativity, imagination, confidence, communication, fine motor skills, problem-solving, emotional expression and the ability to represent ideas in different ways.

• How can practitioners support Expressive Arts & Design in continuous provision?

  Practitioners can support Expressive Arts & Design through open-ended creative materials, role-play, music, movement, construction, storytelling, outdoor creative experiences and responsive adult interaction.

• What are examples of Expressive Arts & Design activities in Reception?

  Examples include role-play, storytelling with props, painting, collage, model-making, construction, music-making, dance, puppets, creative workshops and themed provision enhancements.

• What is process-led art in EYFS?

  Process-led art focuses on exploration, experimentation and children’s creative choices rather than producing identical adult-directed outcomes.

• How can music and movement support Expressive Arts & Design?

  Music and movement support rhythm, listening, coordination, emotional expression, confidence, creativity, language and social interaction.

• How can role-play support Expressive Arts & Design?

  Role-play helps children imagine, create stories, express feelings, explore roles, use language creatively and represent real or imagined experiences.

• How can settings avoid over-directed craft activities?

  Settings can provide open-ended materials, allow children to make choices, value the creative process, avoid fixed outcomes and support children to revisit, adapt and explain their ideas.

• How can EYFS settings support creativity for children with SEND?

  Settings can support creativity through adapted tools, sensory materials, flexible ways to participate, visual supports, music, movement, adult modelling and child-led creative opportunities.

• How should themes be used in Expressive Arts & Design?

  Themes can inspire ideas and resources, but they should remain flexible, open-ended and responsive to children’s interests so that creativity is not limited by adult-directed outcomes.

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🧰 Additional ‘Expressive Arts & Design’ Tools & Guidance

When considering the support you provide for ‘Expressive Arts & Design’ within your setting, you may find resources on the following pages useful.

🌈 EYFS Printable Resources & Guidance for Additional Areas of Learning

Prime Areas of Learning

These areas are particularly important for building foundations in communication, wellbeing and physical development.

• Communication and Language

• Personal, Social and Emotional Development

• Physical Development

Specific Areas of Learning

These areas build on and strengthen the prime areas as children grow and develop.

• Literacy

• Mathematics

• Understanding the World

• Expressive Arts and Design

Additional Curriculum Collections on Little Owls Resources

These collections support learning across multiple EYFS areas and are commonly used alongside the statutory framework.

• STEM

• Science

• History

• Phonics

More ways to search on ‘Little Owls Resources’…

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This page contains public sector information licensed under the Open Government Licence v3.0.

EYFS Understanding the World Printable Resources & Guidance

Home › Areas of Learning Menu ›

Understanding the World activities, displays & planning ideas for reception, preschool, nurseries & childminders

Supporting children’s Understanding the World development is an important part of high-quality EYFS practice. This page brings together a wide range of EYFS Understanding the World printable resources, planning documents, guidance packs and play-based activity ideas for toddlers, preschool and Reception children.

Designed for nurseries, preschools, childminders and Reception classrooms, our resources help practitioners support children’s curiosity, exploration, early science, nature learning, community awareness, cultural understanding, technology, similarities and differences, and knowledge of the natural world through meaningful play and responsive adult interaction. You’ll find practical EYFS Understanding the World activities, topic resources, themed planning ideas, outdoor learning guidance, STEM resources, continuous provision ideas and printable materials aligned with Development Matters and the EYFS Framework.

Whether you are looking for Reception Understanding the World planning resources, preschool theme packs, toddler project planners, outdoor learning ideas, or printable EYFS topic resources linked to people, places, nature, seasons, festivals and communities, this page includes both free EYFS printable resources and professional practitioner guidance to support confident, inclusive and developmentally appropriate practice.

Sections on this page:

⭐ Free Sample ‘Understanding the World’ Resources

📘 Core Guidance Surrounding ‘Understanding the World’ Planning & Provision

What do we mean by ‘Understanding the World’? | What High-Quality Understanding the World Practice Looks Like | Understanding the World Progression in EYFS | Understanding the World within Continuous Provision Enhancements | Inclusive Understanding the World Practice | SEND & EAL | Understanding the World and the Other Areas of Learning

🖨️ Printable Provision Resources - Search by:

✨ Top Picks

🔤 Key Words & Phrases

🗂️ Topic

📝 Planning Resources

📌 Featured Planning Resources

💡 Development Matters Examples of How to Support ‘Understanding the World’

• Birth to 3

• 3 and 4 Year Olds

• Reception

🧭 Age-Specific Curriculum & Pedagogy Planning Support for ‘Understanding the World’

Guidance Documents, Topic & Project Planning Packs, Understanding the World: Experience Progression Pack, Reception Optional Themed Enhancements Ideas Bank

• Toddlers | 18 - 36 Months

• Preschool | 3 - 4 Years

• Reception | 4 - 5 Years

🏡 Continuous Provision | Age-Specific Ideas & Guidance

➕ Further Support

❓ Frequently Asked Questions

🧰 Additional ‘Understanding the World’ Tools & Guidance

🌈 Additional Areas of Learning

🔐 Find out more about ‘Membership Options’

⭐ Free EYFS ‘Understanding the World’ Printable Resources

(Click on the images below to find out more)

💡 Join as a Free Access member to download the samples above and all other free resources available on Little Owls Resources at no cost. Alternatively, explore all membership options here.

Additional Free Sample Printable Provision can be found at the top of most pages.

📘 Core Guidance Surrounding ‘Understanding the World’ Planning & Provision

• What do we mean by ‘Understanding the World’?

  “Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.” Development Matters

• What High-Quality Understanding the World Practice Looks Like

  High-quality Understanding the World practice in the EYFS is rooted in curiosity, real experiences, exploration, observation, talk and meaningful connections with people, places and the natural world. Children develop knowledge and understanding when they can investigate, ask questions, notice change, compare experiences and make sense of the world around them.

  Effective Understanding the World provision includes:

  • real, first-hand experiences wherever possible

  • outdoor learning, nature exploration and seasonal observation

  • opportunities to notice, compare, investigate and ask questions

  • rich vocabulary linked to people, places, materials, living things and change

  • inclusive experiences that reflect families, cultures, communities and identities

  • age-appropriate early science, STEM and investigation opportunities

  • meaningful use of books, photographs, maps, objects and artefacts

  • opportunities to explore festivals, celebrations and special times respectfully

  • responsive adult interaction supporting curiosity, explanation and awe

  • continuous provision that reflects children’s interests and lived experiences

  Understanding the World should be embedded throughout continuous provision, outdoor learning, role-play, small world play, investigation areas, routines, stories, projects and child-initiated exploration.

• Understanding the World Progression in EYFS

  Children’s Understanding the World development grows through real experiences, sensory exploration, language, observation, comparison and opportunities to revisit ideas over time.

  Children typically progress from:

  • noticing familiar people, places, routines and objects

  • exploring materials, textures, sounds, movement and sensory experiences

  • showing curiosity about natural objects, animals, weather and everyday events

  • recognising similarities and differences between people, places and things

  • talking about family, community, occupations and familiar experiences

  • observing seasonal change, growth, decay and simple cause and effect

  • asking questions and making simple predictions

  • using early scientific and geographical vocabulary

  • exploring maps, photographs, artefacts, stories and non-fiction texts

  • making connections between past and present, communities, nature and the wider world

  Children develop Understanding the World through meaningful experiences that connect to their lives, interests, families, communities and environment.

• Understanding the World within Continuous Provision Enhancements

  Small enhancements within continuous provision can create meaningful opportunities for Understanding the World development throughout the day.

  Examples may include:

  • seasonal nature trays and investigation baskets

  • magnifiers, mirrors, torches and simple exploration tools

  • maps, photographs, postcards and travel resources

  • small world habitats, communities and journey scenes

  • planting, growing and caring-for-living-things stations

  • weather observation charts and outdoor investigation prompts

  • STEM building challenges with open-ended materials

  • artefacts, fabrics, utensils and objects from different homes and communities

  • festival and celebration resources used respectfully and meaningfully

  • recycling, sorting and environmental care invitations

  • non-fiction books linked to current interests, animals, places or science

  Continuous provision should make curiosity, observation, investigation and discussion visible across the learning environment.

• Inclusive Understanding the World Practice | SEND & EAL

  Inclusive Understanding the World provision supports every child to explore people, places, communities, nature and change in ways that are meaningful, accessible and respectful.

  High-quality inclusive practice may include:

  • resources that reflect children’s families, cultures, languages and communities

  • dual-language books, labels and familiar words where appropriate

  • visual supports, photographs, real objects and sensory experiences

  • first-hand experiences linked to children’s lives and interests

  • accessible outdoor and investigation areas

  • respectful exploration of festivals, celebrations and special times

  • avoiding stereotypes and tokenistic representations

  • flexible ways for children to communicate observations and ideas

  • close partnership with families to understand lived experiences

  • adapted tools and resources so all children can investigate and participate

  Children benefit from environments where their identities are valued and where they can explore the wider world with curiosity, respect and confidence.

• Understanding the World and the Other Areas of Learning

  Understanding the World is closely connected to all areas of learning within the EYFS curriculum.

  Communication & Language

  Children use language to ask questions, describe observations, explain ideas and talk about experiences.

  Personal, Social & Emotional Development

  Exploring families, communities, cultures and care for living things supports identity, empathy, belonging and respect.

  Physical Development

  Outdoor exploration, gardening, building, investigating and handling tools support movement, coordination and independence.

  Literacy

  Non-fiction books, maps, labels, photographs, stories and information texts help children connect print with real-world knowledge.

  Mathematics

  Children compare, sort, measure, count, notice patterns and explore spatial relationships through investigation and everyday experiences.

  Expressive Arts & Design

  Children represent their understanding through drawing, model-making, role-play, music, construction and imaginative storytelling.

  Understanding the World should therefore be woven throughout continuous provision, outdoor learning, projects, adult interaction and child-initiated play.

• Guidance Informed by EYFS Best Practice

  The guidance and resources on this page are informed by:

  • the EYFS Statutory Framework

  • Development Matters

  • play-based and child-centred EYFS pedagogy

  • real-world and first-hand learning experiences

  • outdoor learning and nature-rich provision

  • early science, STEM and enquiry-based exploration

  • inclusive practice reflecting families, cultures, communities and identities

  • responsive continuous provision and meaningful curriculum themes

  All resources should be adapted to meet the needs of individual children, cohorts and settings.

• This Guidance is Useful For

  The resources, guidance and printable materials on this page may be useful for:

  • Nursery practitioners

  • Preschool practitioners

  • Reception teachers

  • Childminders

  • EYFS leaders and managers

  • Curriculum leads

  • SENDCos

  • Early Years students and trainees

  • Intervention staff

  • Parents and carers supporting learning at home

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🖨️ Printable Provision Resources

Search our ‘Understanding the World’ printable provision below.

✨ Top Picks

This section is currently being developed.

🛠️ Many of the pages linked within this section are currently being development for an improved user experience🛠️

Key Words & Phrases:

• Special Date Calendars

• Changes Over Time (Growth and Decay)

• Care For Living Things and the Environment

• Science

• STEM

• Matching

• Similarities & Differences Between Us All - Celebrating Diversity

• Family

• Occupations

• Languages

• Festivals & Celebrations

• Special Dates

• Small World Play

• Talk About Things Observed in Natural World

• The Human Body

• Weather

• Concepts

• Traditional Tales

• Nursery Rhymes

• Looks Closely At Similarities and Differences

• Technology

(Any text without a link indicates that we are working on this area.)

Additional Useful Pages

• Role-Play Packs

• Dual-Language Resources

• Science

• STEM

• Greeting Cards (life events and festivals/celebrations)

• Party Packs

• EYFS Framework

• Planning

• Observation & Assessment

• Outdoor Area

• Growth Mindset

• Picture Communication

• Signs and Labels

• Self Registration

• Posters and Displays

Topic:

(Premium or Professional members may use the links below to access a selection of resources from within each topic that focus on Understanding the World skills.)

• All About Me

• Animals of the World

• Autumn

• Awareness Dates

• Birds

• Chinese New Year

• Colours

• Construction

• Dinosaurs

• Diwali

• Easter

• Eid al-Fitr

• Epiphany

• Father's Day

• Festivals & Celebrations

• Fireworks

• Food

• Forest School

• Goldilocks and the Three Bears

• Halloween

• Hanukkah

• Harvest Festival

• Holi

• Inventions

• Jack and the Beanstalk

• Kings and Queens

• Life Cycles

• Little Red Riding Hood

• Materials

• Medicine – Doctors and Nurses

• Mexico

• Minibeasts

• Mother's Day

• Music & Sound

• New Year

• On the Farm

• Outdoor Area: Picnic / Sand Play / Water Play / Mud Kitchen / Wildlife Investigation Area / Outdoor Mark Making / Outdoor Maths / Sport and PE Games

• Passover

• People Who Help Us

• Pets

• Pirates

• Plants

• Polar

• Ramadan

• Recycling

• Remembrance Day

• Road Safety

• Rosh Hashanah

• Space

• Spring

• Stay Healthy

• St. David’s Day

• St. George’s Day

• St. Patrick’s Day

• Sukkot

• Summer

• Teddy Bears’ Picnic

• Teeth and Oral Health

• Thanksgiving

• The Human Body

• The Three Little Pigs

• Toys

• Transport

• Under the Sea

• Weather

• Wetlands

• Winter

• Yom Kippur

• Zoo

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📝 Planning Resources

📌 Featured EYFS Understanding the World planning resources

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💡 Examples of how to support ‘Understanding the World’ learning and development

Extracted from Development Matters; non-statutory curriculum guidance for the early years foundation stage. Includes colour and black and white versions.

Files contain public sector information licensed under the Open Government Licence v3.0.

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🧭 Age-Specific Documents for Supporting ‘Understanding the World’

Toddlers | 18 - 36 Months

Core Toddler Room ‘Understanding the World’ Planning Support

Additional Toddler Room Overarching Areas of Learning Support

The following documents include elements of ‘Understanding the World’ which may be helpful tools within your setting’s OAP Cycle.

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Preschool | 3 - 4 Years

Core Preschool ‘Understanding the World’ Planning Support

Additional Preschool Overarching Areas of Learning Support

The following documents include elements of ‘Understanding the World’ which may be helpful tools within your setting’s OAP Cycle.

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Reception | 4 - 5 Years

Core Reception ‘Understanding the World’ Planning Support

Additional Reception Overarching Areas of Learning Support

The following documents include elements of ‘Understanding the World’ which may be helpful tools within your setting’s OAP Cycle.

For overarching ‘Area of Learning’ Support such as Curriculum Intent Grids, Development Indicators and Assessment Tools, please visit our ‘Observations & Assessment’ page.

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🏡 Understanding the World within Continuous Provision | Age-Specific Ideas & Guidance

• Toddlers | 18–36 Months

  Toddler Understanding the World provision should focus on real experiences, sensory exploration, familiar people and places, early curiosity and noticing simple changes in everyday life.

  • Nature baskets with leaves, shells, pine cones, stones and seasonal objects

  • Water, sand and mud play supporting early exploration of materials

  • Photographs of families, familiar places and everyday routines

  • Small world play linked to animals, homes, vehicles and familiar experiences

  • Weather observation through outdoor play, clothing and sensory experiences

  • Simple planting, watering and caring for living things

  • Exploration of light, shadow, colour, sound and movement

  • Role-play linked to home, food, caring, transport and people who help us

  • Walks, visits and community experiences supporting real-world learning

  Related Guidance:

  • Continuous Provision Setup Guides | Toddler Room

    • Small World

    • Messy / Wet Play

    • Dry Sensory & Loose Parts

    • Construction

    • Role Play / Home Corner

    • Mark Making

    • Book Area / Reading Nook

    • Music & Sound

    • Outdoor

  • Continuous Provision Maps (18–36 Months)

    • C&L

    • PSED

    • PD

    • Maths Seeds

    • Literacy Seeds

    • UW

    • EAD

  • Continuous Provision Audit & Resourcing List

  • Continuous Provision Rotation Planner Toolkit

  • Understanding the World: Curriculum Experience Pack | Toddlers (18–36 Months)

  • Toddler Project Planners | Play-Led, Schema-Informed, EYFS Aligned

    • 12 × Main Project Planners (3–4 Weeks)

      • All About Me & My World

      • People Who Help Us

      • Autumn - Senses, Colours & Change

      • Light, Dark & Celebrations

      • Winter-Weather, Warmth & Cosy Spaces

      • Transport & Journeys

      • Growing & Changing

      • Animals & Their Homes

      • Food & Nutrition

      • Minibeasts & Nature Explorers

      • Summer - Sand, Sea & Sun

      • Playful Patterns & Construction

    • 8 × Mini-Project Planners (1 Week)

      • Big Machines & Building

      • Cooking & Food Play

      • Teddy Bears’ Picnic

      • Colours Everywhere

      • Water Play Week

      • My Favourite Things

      • Rhyme Time Week

      • Weather Wonders

• Preschool | 3–4 Years

  Preschool Understanding the World provision should support children to investigate, compare, talk about experiences, notice similarities and differences, and develop curiosity about people, communities, nature and change.

  • Investigation areas with magnifiers, natural objects and real artefacts

  • Seasonal exploration linked to weather, plants, animals and outdoor change

  • Small world and construction play linked to homes, journeys and communities

  • Theme-based enhancements exploring animals, habitats, growth and transport

  • Opportunities to care for plants, observe minibeasts and talk about living things

  • Maps, photographs and story prompts supporting discussion about places

  • Resources reflecting families, cultures, festivals, languages and communities

  • Simple science and STEM invitations involving floating, sinking, mixing or building

  • Role-play linked to occupations, shops, travel, homes and caring for others

  Related Guidance:

  • Universal Continuous Provision Packs (Preschool | 3–4 Years)

    • Construction Area

    • Small World Area

    • Role-Play Area

    • Writing / Mark-Making Area

    • Maths Area

    • Creative Area (Art & Making)

    • Investigation / STEM / Discovery Area

    • Book Corner / Reading Den

    • Fine Motor Station

    • Water Area

    • Sand Area

    • Snack Area / Independence Station

    • Outdoor Provision Core Zones

      • Physical play

      • Gross motor skills

      • Nature area

      • Outdoor mark-making

      • Outdoor maths

  • Preschool Environment & Provision Map Audit Pack

  • How Continuous Provision Works in Our Preschool Curriculum

  • Continuous Provision Audit Checklist

  • Continuous Provision FAQs (For Preschool Practitioners)

  • Preschool EYFS Theme Packs | 3–4 Years

    • Curriculum Overview | How Themes Fit Together

    • Preschool Theme Packs – FAQs

    • How Practitioners Use This Curriculum Daily

    Core Preschool Themes (6 Weeks Each)

    • ‍Autumn 1: This Is Me

    • Autumn 2: Who Helps When…?

    • Spring 1: Journeys & Transport

    • Spring 2: Animals & Habitats

    • Summer 1: Growing & Changing

    • Summer 2: Water World

    Optional Mini-Themes (1–2 Weeks)

    • Space

    • Dinosaurs & the Mystery Egg

    • Pets & Vets

    • Building & Construction

    • Traditional Tales

    • Beaches & Coastlines

    • Healthy Bodies & Wellbeing

    • Celebrations Around the World

• Reception | 4–5 Years

  Reception Understanding the World provision should support children to deepen knowledge, make connections, ask questions, observe carefully and talk about people, places, past and present, communities, nature and change.

  • Investigation stations linked to materials, forces, growth, weather and change

  • Outdoor provision supporting observation, prediction and recording

  • Maps, globes, photographs and non-fiction books within provision

  • Themed enhancements linked to curriculum focus, seasons or children’s interests

  • Small world resources supporting stories, communities, habitats and journeys

  • Opportunities to compare past and present through photos, artefacts and stories

  • STEM challenges involving construction, testing, designing and problem-solving

  • Nature study, planting, wildlife observation and environmental care

  • Inclusive resources exploring families, festivals, cultures and communities

  Related Guidance:

  • Reception Continuous Provision – Structure & Rationale

  • Universal Continuous Provision Pack (Areas listed below)

    • Construction

    • Creative

    • Investigation / Discovery

    • Maths

    • Reading

    • Role Play / Small World

    • Malleable / Sensory

    • Writing

  • Outdoor Continuous Provision (Reception)

  • Adult-Guided Learning in Provision

  • Reception Optional Themed Enhancements - Idea Banks | 4–5 Years

  • Reception Enhanced Provision Planning Toolkit | 4–5 Years

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❓ Frequently Asked Questions About EYFS Understanding the World

• What is Understanding the World in the EYFS?

  Understanding the World is one of the specific areas of learning within the EYFS. It includes past and present, people, culture and communities, and the natural world.

• Why is Understanding the World important in early years?

  Understanding the World helps children make sense of people, places, communities, nature, change, technology and the wider world through real experiences and exploration.

• How can practitioners support Understanding the World in continuous provision?

  Practitioners can support Understanding the World through investigation areas, outdoor learning, nature exploration, small world play, role-play, STEM challenges, books, artefacts, maps and meaningful discussion.

• What are examples of Understanding the World activities in Reception?

  Examples include planting, observing minibeasts, exploring maps, comparing old and new photographs, investigating materials, discussing festivals, building habitats and using themed provision enhancements.

• How does outdoor learning support Understanding the World?

  Outdoor learning gives children first-hand opportunities to observe weather, seasons, plants, animals, materials, movement, change and the natural environment.

• How can settings teach children about festivals and celebrations respectfully?

  Settings can teach festivals and celebrations through accurate resources, family partnership, meaningful stories, real experiences where appropriate, and respectful discussion that avoids stereotypes or tokenism.

• How can role-play support Understanding the World?

  Role-play helps children explore occupations, family life, community experiences, travel, caring roles, festivals and everyday routines in meaningful ways.

• What is early science in EYFS?

  Early science in EYFS includes noticing, observing, asking questions, predicting, testing, exploring materials, caring for living things and talking about change.

• How can EYFS settings support children’s awareness of diversity?

  Settings can support diversity by reflecting children’s families, cultures, languages, communities and identities within books, displays, resources, conversations and everyday practice.

• How should themes be used in Understanding the World?

  Themes can provide useful starting points for exploration, but they should remain flexible, responsive and connected to children’s interests, experiences and developmental needs.

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🧰 Additional ‘Understanding the World’ Tools & Guidance

When considering the support you provide for ‘Understanding the World’ within your setting, you may find resources on the following pages useful.

🌈 EYFS Printable Resources & Guidance for Additional Areas of Learning

Prime Areas of Learning

These areas are particularly important for building foundations in communication, wellbeing and physical development.

• Communication and Language

• Personal, Social and Emotional Development

• Physical Development

Specific Areas of Learning

These areas build on and strengthen the prime areas as children grow and develop.

• Literacy

• Mathematics

• Understanding the World

• Expressive Arts and Design

Additional Curriculum Collections on Little Owls Resources

These collections support learning across multiple EYFS areas and are commonly used alongside the statutory framework.

• STEM

• Science

• History

• Phonics

More ways to search on ‘Little Owls Resources’…

(Select the buttons below to visit our menu pages)

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This page contains public sector information licensed under the Open Government Licence v3.0.

EYFS Mathematics (Maths) Printable Resources & Guidance

Home › Areas of Learning Menu ›

Mathematics activities, displays & planning ideas for reception, preschool, nurseries & childminders

Supporting children’s Mathematics development is an important part of high-quality EYFS practice. This page brings together a wide range of EYFS Mathematics printable resources, planning documents, guidance packs and play-based activity ideas for toddlers, preschool and Reception children.

Designed for nurseries, preschools, childminders and Reception classrooms, our resources help practitioners support early mathematical thinking, number sense, counting, subitising, comparing quantities, shape, space, measure, pattern and problem-solving through meaningful play and responsive adult interaction. You’ll find practical EYFS Mathematics activities, early number resources, maths planning guidance, progression tools, outdoor maths ideas and printable provision materials aligned with Development Matters and the EYFS Framework.

Whether you are looking for Reception maths planning resources, preschool small-group maths sessions, toddler early maths activities, or play-based Mathematics ideas for continuous provision, this page includes both free EYFS printable resources and professional practitioner guidance to support confident, inclusive and developmentally appropriate maths practice.

Sections on this page:

⭐ Free Sample ‘Maths’ Resources

📘 Core Guidance Surrounding ‘Mathematics’ Planning & Provision

What do we mean by ‘Mathematics’? | What High-Quality Mathematics Practice Looks Like | Mathematics Progression in EYFS | Mathematics within Continuous Provision Enhancements | Inclusive Mathematics Practice | SEND & EAL | Mathematics and the Other Areas of Learning

🖨️ Printable Provision Resources - Search by:

✨ Top Picks

🔤 Key Words & Phrases

🗂️ Topic

📝 Planning Resources

📌 Featured Planning Resources

💡 Development Matters Examples of How to Support ‘Mathematics’

• Birth to 3

• 3 and 4 Year Olds

• Reception

🧭 Age-Specific Curriculum & Pedagogy Planning Support for ‘Mathematics’

Guidance Documents, Session Banks, Skills Progression Ladders, Mathematics Seeds Progression Pack, Reception Maths Teaching Framework

• Toddlers | 18 - 36 Months

• Preschool | 3 - 4 Years

• Reception | 4 - 5 Years

🏡 Continuous Provision | Age-Specific Ideas & Guidance

➕ Further Support

❓ Frequently Asked Questions

🧰 Additional ‘Maths’ Tools & Guidance

🌈 Additional Areas of Learning

🔐 Find out more about ‘Membership Options’

⭐ Free EYFS ‘Mathematics’ Printable Resources

(Click on the images below to find out more)

💡 Join as a Free Access member to download the samples above and all other free resources available on Little Owls Resources at no cost. Alternatively, explore all membership options here.

Additional Free Sample Printable Provision can be found at the top of most pages.

📘 Core Guidance Surrounding ‘Mathematics’ Planning & Provision

• What do we mean by ‘Mathematics’?

  “Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.” Development Matters

• What High-Quality Mathematics Practice Looks Like

  High-quality Mathematics practice in the EYFS is rooted in play, exploration, talk, real-life experiences and meaningful problem-solving. Children develop strong mathematical understanding when they have repeated opportunities to notice, compare, count, sort, build, represent, describe and reason within everyday contexts.

  Effective Mathematics provision includes:

  • meaningful mathematical language modelled throughout the day

  • practical, hands-on experiences with objects, quantities and patterns

  • opportunities to subitise, count, compare and compose numbers

  • playful exploration of shape, space, measure and pattern

  • maths-rich continuous provision indoors and outdoors

  • adults modelling curiosity, reasoning and problem-solving

  • repeated opportunities to revisit key mathematical ideas

  • real-life maths through routines, snack time, tidy-up and transitions

  • small-group adult-guided teaching alongside child-initiated exploration

  • inclusive approaches supporting SEND, EAL and different starting points

  Mathematics should be embedded throughout continuous provision, routines, construction, role-play, outdoor learning, songs, stories, games and child-initiated play.

• Mathematics Progression in EYFS

  Children’s Mathematics development grows through play, talk, repetition, exploration and meaningful opportunities to notice and solve problems.

  Children typically progress from:

  • noticing amounts, patterns, shapes and routines

  • using early mathematical language such as more, gone, big and small

  • matching, sorting and grouping objects

  • joining in with number songs, rhymes and counting routines

  • comparing quantities using practical experiences

  • recognising small quantities without counting

  • counting objects with increasing accuracy

  • exploring shape, space, pattern and measure through play

  • understanding that numbers can be composed in different ways

  • solving practical mathematical problems and explaining thinking

  Children develop mathematical understanding at different rates and benefit from practical, playful and language-rich environments where maths is part of everyday life.

• Mathematics within Continuous Provision Enhancements

  Small enhancements within continuous provision can create meaningful opportunities for Mathematics development throughout the day.

  Examples may include:

  • counting collections and loose parts baskets

  • dice, dominoes and subitising games

  • number lines, numerals and quantity cards

  • shape blocks, pattern blocks and construction materials

  • measuring tapes, rulers, scales and containers

  • outdoor maths trails and number hunts

  • sorting trays and classification resources

  • role-play money, tickets, menus and price labels

  • pattern-making resources using beads, natural objects or blocks

  • sand and water tools for exploring capacity and comparison

  • STEM challenges encouraging prediction, testing and problem-solving

  Continuous provision should make mathematical thinking meaningful, practical and visible across the learning environment.

• Inclusive Mathematics Practice | SEND & EAL

  Inclusive Mathematics provision supports every child to access early mathematical ideas through hands-on experiences, clear language, repetition and meaningful play.

  High-quality inclusive practice may include:

  • concrete objects and visual representations

  • repeated routines and familiar mathematical language

  • gestures, modelling and demonstrations

  • practical, low-pressure maths experiences

  • opportunities to explore maths through movement and sensory play

  • adapted resources and accessible manipulatives

  • mathematical language supported by visuals and real objects

  • time for children to revisit and consolidate ideas

  • small-group or adult-guided support where helpful

  • celebrating different ways of noticing, representing and solving problems

  Children benefit from maths environments where exploration, talk, trial and error, and practical problem-solving are valued.

• Mathematics and the Other Areas of Learning

  Mathematics is closely connected to all areas of learning within the EYFS curriculum.

  Communication & Language

  Children use language to compare, explain, predict, reason and describe mathematical ideas.

  Personal, Social & Emotional Development

  Maths games and collaborative problem-solving support turn-taking, resilience, confidence and cooperation.

  Physical Development

  Movement, construction, outdoor play and fine motor activities support spatial awareness, coordination and mathematical exploration.

  Literacy

  Stories, rhymes, symbols, mark-making and mathematical vocabulary support early mathematical understanding.

  Understanding the World

  Children use maths to investigate materials, compare objects, explore patterns, observe changes and make sense of real-world experiences.

  Expressive Arts & Design

  Pattern, shape, symmetry, rhythm, construction and design all support mathematical thinking through creative exploration.

  Mathematics should therefore be woven throughout continuous provision, routines, adult interaction, outdoor learning and child-initiated play.

• Guidance Informed by EYFS Best Practice

  The guidance and resources on this page are informed by:

  • the EYFS Statutory Framework

  • Development Matters

  • play-based and child-centred EYFS pedagogy

  • practical and concrete mathematical exploration

  • early number sense, subitising and counting development

  • shape, space, measure and pattern-rich provision

  • adult-guided mathematical talk and reasoning

  • inclusive approaches supporting SEND, EAL and different starting points

  All resources should be adapted to meet the needs of individual children, cohorts and settings.

• This Guidance is Useful For

  The resources, guidance and printable materials on this page may be useful for:

  • Nursery practitioners

  • Preschool practitioners

  • Reception teachers

  • Childminders

  • EYFS leaders and managers

  • Maths leads

  • SENDCos

  • Early Years students and trainees

  • Intervention staff

  • Parents and carers supporting early maths at home

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🖨️ Printable Provision Resources

Search our ‘Mathematics’ printable provision below.

✨ Top Picks

This section is currently being developed.

🛠️ Many of the pages linked within this section are currently being development for an improved user experience🛠️

Key Words & Phrases:

• Addition (Finding Total Number in 2 Groups by Counting All)

• Comparing Quantities - ‘More’ & ‘Fewer’

• Doubling

• Division

• Estimates

• Measures - Capacity

• Measures - Money

• Measures - Size, Height, Length & Weight

• Measures - Time

• Multiplication

• Number Formation

• Number Ordering

• Number Recognition & Counting

• One More and One Less / Number Lines

• Outdoor Maths

• Patterns

• Positional Language

• Problem Solving

• Recording - Using Marks they can Interpret & Explain

• Shapes

• Sharing

• Sorting & Matching

• STEM

• Subitising

• Subtraction

• Symmetry

• Uses Shapes Appropriately for Task

(Any text without a link indicates that we are working on this area.)

Additional Useful Pages

• Dual-Language Resources

• Role-Play Packs

• STEM

• Greeting Cards (time)

• EYFS Framework

• Planning

• Observation & Assessment

• Outdoor Area

• Growth Mindset

• Picture Communication

• Signs and Labels

• Self Registration

• Posters and Displays

Topics:

(Premium or Professional members may use the links below to access a selection of resources from within each topic that focus on Maths skills.)

• Animals of the World

• Autumn

• Birds

• Chinese New Year

• Colours

• Construction

• Dinosaurs

• Diwali

• Easter

• Eid al-Fitr

• Epiphany

• Fairies

• Father's Day

• Fireworks

• Food

• Forest School

• Goldilocks and the Three Bears

• Halloween

• Holi

• Inventions

• Jack and the Beanstalk

• Kings and Queens

• Life Cycles

• Little Red Riding Hood

• Medicine – Doctors and Nurses

• Mexico

• Minibeasts

• Mother's Day

• Music & Sound

• New Year

• Nursery Rhymes

• On the Farm

• Outdoor Area: Picnic / Sand Play / Water Play / Mud Kitchen / Wildlife Investigation Area / Outdoor Mark Making / Outdoor Maths

• People Who Help Us

• Pets

• Pirates

• Plants

• Ramadan

• Recycling

• Road Safety

• Space

• Spring

• Stay Healthy

• Summer

• Teddy Bears’ Picnic

• Teeth and Oral Health

• The Three Little Pigs

• Toys

• Transport

• Under the Sea

• Wetlands

• Winter

• Zoo

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📝 Planning Resources

📌 Featured EYFS Mathematics planning resources

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💡 Examples of how to support ‘Mathematics’ learning and development

Extracted from Development Matters; non-statutory curriculum guidance for the early years foundation stage. Includes colour and black and white versions.

Files contain public sector information licensed under the Open Government Licence v3.0.

Return to the top ↑

🧭 Age-Specific Documents for Supporting ‘Mathematics’

Toddlers | 18 - 36 Months

Core Toddler Room ‘Mathematics’ Planning Support

Additional Toddler Room Overarching Areas of Learning Support

The following documents include elements of ‘Mathematics’ which may be helpful tools within your setting’s OAP Cycle.

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Preschool | 3 - 4 Years

Core Preschool ‘Mathematics’ Planning Support

Additional Preschool Overarching Areas of Learning Support

The following documents include elements of ‘Mathematics’ which may be helpful tools within your setting’s OAP Cycle.

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Reception | 4 - 5 Years

Core Reception ‘Mathematics’ Planning Support

Additional Reception Overarching Areas of Learning Support

The following documents include elements of ‘Mathematics’ which may be helpful tools within your setting’s OAP Cycle.

For overarching ‘Area of Learning’ Support such as Curriculum Intent Grids, Development Indicators and Assessment Tools, please visit our ‘Observations & Assessment’ page.

Return to the top ↑

🏡 Mathematics within Continuous Provision | Age-Specific Ideas & Guidance

• Toddlers | 18–36 Months

  Toddler Mathematics provision should focus on early mathematical awareness through play, movement, language, routines and everyday experiences.

  • Sorting and matching objects by colour, size, type or interest

  • Filling, emptying and comparing capacity in water and sand play

  • Counting during routines, songs, snack time and tidy-up

  • Exploring “more”, “all gone”, “big”, “small”, “full” and “empty”

  • Building, stacking and knocking down blocks

  • Posting, nesting and fitting objects into spaces

  • Pattern and rhythm through songs, clapping and movement

  • Comparing quantities during play, such as “more cars” or “fewer bears”

  • Outdoor maths through collecting, transporting, lining up and grouping objects

  Related Guidance:

  • Continuous Provision Setup Guides | Toddler Room

    • Small World

    • Messy / Wet Play

    • Dry Sensory & Loose Parts

    • Construction

    • Role Play / Home Corner

    • Mark Making

    • Book Area / Reading Nook

    • Music & Sound

    • Outdoor

  • Continuous Provision Maps (18–36 Months)

    • C&L

    • PSED

    • PD

    • Maths Seeds

    • Literacy Seeds

    • UW

    • EAD

  • Continuous Provision Audit & Resourcing List

  • Continuous Provision Rotation Planner Toolkit

  • Toddler Activity Cards Pack | Toddlers (18–36 Months)

  • Mathematics Seeds Progression Pack | Toddlers (18–36 Months)

• Preschool | 3–4 Years

  Preschool Mathematics provision should support children to explore number, pattern, shape, space and measure through practical, play-based experiences.

  • Subitising games using dice, fingers, objects and natural materials

  • Counting collections in construction, small world and investigation areas

  • Comparing quantities using language such as more, fewer, same and equal

  • Exploring shape through building, rotating, fitting and creating

  • Pattern-making with loose parts, beads, blocks and natural objects

  • Measuring through water, sand, cooking, blocks and outdoor play

  • Number-rich role-play using menus, tickets, prices and phones

  • Sorting and classifying objects by different properties

  • Small-group maths games supporting talk, reasoning and confidence

  Related Guidance:

  • Universal Continuous Provision Packs (Preschool | 3–4 Years)

    • Construction Area

    • Small World Area

    • Role-Play Area

    • Writing / Mark-Making Area

    • Maths Area

    • Creative Area (Art & Making)

    • Investigation / STEM / Discovery Area

    • Book Corner / Reading Den

    • Fine Motor Station

    • Water Area

    • Sand Area

    • Snack Area / Independence Station

    • Outdoor Provision Core Zones

      • Physical play

      • Gross motor skills

      • Nature area

      • Outdoor mark-making

      • Outdoor maths

  • Preschool Environment & Provision Map Audit Pack

  • How Continuous Provision Works in Our Preschool Curriculum

  • Continuous Provision Audit Checklist

  • Continuous Provision FAQs (For Preschool Practitioners)

  • Preschool Maths Small-Group Session Bank | 3–4 Years

  • Preschool Skills Progression Ladder: Early Maths - Subitising, Counting & Comparing

  • Preschool Skills Progression Ladder: Early Maths - Pattern, Shape & Spatial Awareness

• Reception | 4–5 Years

  Reception Mathematics provision should support children to deepen number understanding, reason mathematically and apply taught concepts within meaningful play and everyday contexts.

  • Number composition activities using manipulatives, frames and real objects

  • Subitising opportunities embedded in games and routines

  • Counting, comparing and ordering quantities across provision

  • Shape and spatial reasoning through construction, blocks and small world play

  • Pattern exploration through art, music, movement and loose parts

  • Measuring length, height, weight, time and capacity in real contexts

  • Outdoor maths challenges involving movement, routes, scoring and collecting

  • Problem-solving prompts within role-play, STEM and investigation areas

  • Adult-guided maths talk supporting reasoning, explanation and confidence

  Related Guidance:

  • Reception Continuous Provision – Structure & Rationale

  • Universal Continuous Provision Pack (Areas listed below)

    • Construction

    • Creative

    • Investigation / Discovery

    • Maths

    • Reading

    • Role Play / Small World

    • Malleable / Sensory

    • Writing

  • Outdoor Continuous Provision (Reception)

  • Adult-Guided Learning in Provision

  • Reception Maths Teaching Framework | 4–5 Years

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❓ Frequently Asked Questions About EYFS Mathematics

• What is Mathematics in the EYFS?

  Mathematics is one of the specific areas of learning within the EYFS. It includes number, numerical patterns, shape, space, measure, pattern and mathematical problem-solving.

• Why is Mathematics important in early years?

  Mathematics supports children’s problem-solving, reasoning, language, confidence, independence and ability to make sense of the world around them.

• How can practitioners support Mathematics in continuous provision?

  Practitioners can support Mathematics through counting collections, construction, role-play, outdoor maths, sorting, pattern-making, measuring, subitising games and meaningful mathematical talk.

• What are examples of Mathematics activities in Reception?

  Examples include subitising games, counting objects, comparing quantities, number composition activities, shape challenges, pattern-making, measuring investigations and outdoor maths problems.

• What is subitising in EYFS?

  Subitising is the ability to recognise a small quantity without counting. It helps children develop strong number sense and understand how numbers are composed.

• How can toddlers develop early maths skills?

  Toddlers develop early maths through everyday play such as filling and emptying, sorting, matching, building, counting songs, comparing sizes and using words such as more, gone, big and small.

• How does outdoor play support Mathematics?

  Outdoor play supports Mathematics through movement, collecting, counting, measuring, comparing, building, mapping, positional language and problem-solving in real contexts.

• How can role-play support Mathematics?

  Role-play gives children meaningful reasons to use numbers, money, measures, time, lists, tickets, menus, quantities and mathematical language within imaginative contexts.

• How can settings support children who find maths difficult?

  Settings can support children through practical resources, repetition, visual support, adult modelling, small-group interaction, concrete experiences and playful low-pressure maths opportunities.

• How should Reception maths link with continuous provision?

  Reception maths should include planned teaching alongside opportunities for children to apply mathematical ideas through play, routines, adult interaction and problem-solving across provision.

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🧰 Additional ‘Mathematics’ Tools & Guidance

When considering the support you provide for ‘Mathematics’ within your setting, you may find resources on the following pages useful.

🌈 EYFS Printable Resources & Guidance for Additional Areas of Learning

Prime Areas of Learning

These areas are particularly important for building foundations in communication, wellbeing and physical development.

• Communication and Language

• Personal, Social and Emotional Development

• Physical Development

Specific Areas of Learning

These areas build on and strengthen the prime areas as children grow and develop.

• Literacy

• Mathematics

• Understanding the World

• Expressive Arts and Design

Additional Curriculum Collections on Little Owls Resources

These collections support learning across multiple EYFS areas and are commonly used alongside the statutory framework.

• STEM

• Science

• History

• Phonics

More ways to search on ‘Little Owls Resources’…

(Select the buttons below to visit our menu pages)

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This page contains public sector information licensed under the Open Government Licence v3.0.

EYFS Literacy Printable Resources & Guidance

Home › Areas of Learning Menu ›

Literacy activities, displays & planning ideas for reception, preschool, nurseries & childminders

Supporting children’s Literacy development is an important part of high-quality EYFS practice. This page brings together a wide range of EYFS Literacy printable resources, planning documents, guidance packs and play-based activity ideas for toddlers, preschool and Reception children.

Designed for nurseries, preschools, childminders and Reception classrooms, our resources help practitioners support early reading, early writing, mark-making, phonics, vocabulary, storytelling, rhyme, book enjoyment and print awareness through meaningful play and responsive adult interaction. You’ll find practical EYFS Literacy activities, phonics resources, early writing guidance, mark-making ideas, progression tools and printable provision materials aligned with Development Matters and the EYFS Framework.

Whether you are looking for Reception phonics and early writing support, preschool Phase 1 phonics activities, toddler mark-making guidance, or play-based Literacy planning ideas for continuous provision, this page includes both free EYFS printable resources and professional practitioner guidance to support confident, inclusive and developmentally appropriate Literacy practice.

Sections on this page:

⭐ Free Sample ‘Literacy’ Resources

📘 Core Guidance Surrounding ‘Literacy’ Planning & Provision

What do we mean by ‘Literacy’? | What High-Quality Literacy Practice Looks Like | Literacy Progression in EYFS | Literacy within Continuous Provision Enhancements | Inclusive Literacy Practice | SEND & EAL | Literacy and the Other Areas of Learning

🖨️ Printable Provision Resources - Search by:

✨ Top Picks

🔤 Key Words & Phrases

🗂️ Topic

📝 Planning Resources

📌 Featured Planning Resources

💡 Development Matters Examples of How to Support ‘Literacy’

• Birth to 3

• 3 and 4 Year Olds

• Reception

🧭 Age-Specific Curriculum & Pedagogy Planning Support for ‘Literacy’

Guidance Documents, Fine Motor, Mark Making, Early Writing Purpose Session Banks, Phase 1 Phonics Early Reading Curriculum System, Skills Progression Ladders, High-Impact Questions & Vocabulary, Literacy Seeds Skills Progression Pack

• Toddlers | 18 - 36 Months

• Preschool | 3 - 4 Years

• Reception | 4 - 5 Years

🏡 Continuous Provision | Age-Specific ‘Literacy’ Ideas & Guidance

➕ Further Support

❓ Frequently Asked Questions

🧰 Additional ‘Literacy’ Tools & Guidance

🌈 Additional Areas of Learning

🔐 Find out more about ‘Membership Options’

⭐ Free EYFS ‘Literacy’ Printable Resources

(Click on the images below to find out more)

💡 Join as a Free Access member to download the samples above and all other free resources available on Little Owls Resources at no cost. Alternatively, explore all membership options here.

Additional Free Sample Printable Provision can be found at the top of most pages.

📘 Core Guidance Surrounding ‘Literacy’ Planning & Provision

• What do we mean by ‘Literacy’?

  “It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing)” Development Matters

• What High-Quality Literacy Practice Looks Like

  High-quality Literacy practice in the EYFS is rooted in communication, language, storytelling, play, meaningful mark-making and a love of books. Children develop early reading and writing skills best when Literacy is purposeful, playful and connected to real experiences.

  Effective Literacy provision includes:

  • daily access to high-quality books, stories, rhymes and songs

  • meaningful mark-making opportunities across continuous provision

  • playful phonological awareness and Phase 1 phonics experiences

  • developmentally appropriate phonics teaching and application in Reception

  • adults modelling reading, writing and vocabulary in meaningful contexts

  • story-rich environments that support imagination and comprehension

  • opportunities for children to recognise that print carries meaning

  • early writing experiences linked to real purposes and play

  • fine motor and physical development opportunities supporting writing readiness

  • inclusive approaches supporting SEND, EAL and different starting points

  Literacy should be embedded throughout continuous provision, role-play, storytelling, mark-making, outdoor learning, child-initiated play and adult-guided learning.

• Literacy Progression in EYFS

  Children’s Literacy development grows through communication, shared reading, sound awareness, mark-making, storytelling, phonics and meaningful writing experiences.

  Children typically progress from:

  • enjoying songs, rhymes, stories and repeated language

  • showing interest in books, pictures and familiar print

  • joining in with repeated phrases, actions and rhymes

  • making marks through sensory and physical exploration

  • noticing environmental print, symbols and signs

  • developing awareness of rhyme, rhythm, alliteration and sounds

  • recognising names, familiar words and meaningful print

  • using marks, symbols and drawings to communicate meaning

  • applying phonics knowledge to early reading and writing

  • writing for real purposes with increasing independence and confidence

  Children develop Literacy skills at different rates and benefit from playful, language-rich environments that value stories, talk, mark-making, reading and writing as meaningful parts of everyday life.

• Literacy within Continuous Provision Enhancements

  Small enhancements within continuous provision can create meaningful opportunities for Literacy development throughout the day.

  Examples may include:

  • story sacks, puppets and retelling props

  • mark-making baskets in every provision area

  • role-play writing materials such as menus, forms, tickets and lists

  • name cards, labels and environmental print

  • rhyme and alliteration games

  • story stones, sequencing cards and picture prompts

  • outdoor chalkboards, clipboards and message stations

  • phonics-linked treasure hunts in Reception

  • book voting stations and recommendation displays

  • small world storytelling invitations

  • writing for a purpose, such as maps, signs, captions and labels

  Continuous provision should make reading, writing, storytelling and mark-making feel meaningful, useful and enjoyable.

• Inclusive Literacy Practice | SEND & EAL

  Inclusive Literacy provision supports every child to access stories, books, mark-making, phonics and early writing in ways that match their developmental stage, communication needs and interests.

  High-quality inclusive practice may include:

  • visual supports, objects and story props

  • repeated stories, songs and predictable texts

  • opportunities to use home languages and dual-language books

  • adapted mark-making tools and writing surfaces

  • sensory approaches to early mark-making

  • additional adult modelling and shared reading support

  • flexible phonics application based on individual needs

  • communication-friendly book and writing areas

  • meaningful, low-pressure opportunities to engage with print

  • close partnership with families and outside professionals where appropriate

  Children benefit from Literacy environments where books, stories, sounds, symbols and writing are accessible, purposeful and enjoyable.

• Literacy and the Other Areas of Learning

  Literacy is closely connected to all areas of learning within the EYFS curriculum.

  Communication & Language

  Strong spoken language, vocabulary, listening and storytelling skills support early reading, comprehension and writing.

  Personal, Social & Emotional Development

  Books, stories and role-play help children explore emotions, identity, relationships and social understanding.

  Physical Development

  Fine motor control, hand strength, posture and coordination support mark-making, tool use and early writing.

  Mathematics

  Stories, songs, symbols, patterns, positional language and mathematical vocabulary support early Literacy and mathematical understanding.

  Understanding the World

  Non-fiction books, labels, signs, maps and investigation prompts help children connect print with real-world meaning.

  Expressive Arts & Design

  Storytelling, role-play, music, drawing and creative mark-making all support imagination, narrative and early writing.

  Literacy should therefore be woven throughout continuous provision, adult interaction, storytelling, routines and child-initiated play.

• Guidance Informed by EYFS Best Practice

  The guidance and resources on this page are informed by:

  • the EYFS Statutory Framework

  • Development Matters

  • play-based and child-centred EYFS pedagogy

  • language-rich continuous provision

  • developmentally appropriate early reading and writing practice

  • Phase 1 phonics foundations and SSP-aligned Reception phonics

  • meaningful mark-making and early writing approaches

  • inclusive approaches supporting SEND, EAL and different starting points

  All resources should be adapted to meet the needs of individual children, cohorts and settings.

• This Guidance is Useful For

  The resources, guidance and printable materials on this page may be useful for:

  • Nursery practitioners

  • Preschool practitioners

  • Reception teachers

  • Childminders

  • EYFS leaders and managers

  • Literacy leads

  • SENDCos

  • Early Years students and trainees

  • Intervention staff

  • Parents and carers supporting early reading and writing at home

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🖨️ Printable Provision Resources

Search our ‘Literacy’ printable provision below.

✨ Top Picks

This section is currently being developed.

🛠️ Many of the pages linked within this section are currently being development for an improved user experience🛠️

Key Words & Phrases:

• Phonics

• Phonics - Phase 1

• Phonics - Phase 2

• Phonics - Phase 3

• Phonics - Phase 4

• Alphabet

• Initial Sounds

• Pre-Write Mark Making

• Letter Formation

• Pencil Control/Mark Making

• Segment & Blend Words

• High Frequency Words

• Own Name - Recognition & Writing

• Nonsense Words

• Alliteration

• Rhyme & Nursery Rhymes

• Books/Stories

• Traditional Tales

• Oracy & Storytelling

• Understand Print Carries Meaning

• Mathematical language

(Any text without a link indicates that we are working on this area.)

Additional Useful Pages

• Role-Play Packs

• Dual-Language Resources

• Greeting Cards

• EYFS Framework

• Planning

• Observation & Assessment

• Outdoor Area

• Growth Mindset

• Picture Communication

• Signs and Labels

• Self Registration

• Posters and Displays

Topics:

(Premium or Professional members may use the links below to access a selection of resources from within each topic that focus on Literacy skills.)

• All About Me

• Animals of the World

• Autumn

• Birds

• Books & Storytelling

• Chinese New Year

• Colours

• Construction

• Dinosaurs

• Diwali

• Easter

• Eid al-Fitr

• Epiphany

• Fairies

• Father's Day

• Fireworks

• Food

• Forest School

• Goldilocks and the Three Bears

• Halloween

• Holi

• Inventions

• Jack and the Beanstalk

• Kings and Queens

• Life Cycles

• Little Red Riding Hood

• Medicine – Doctors and Nurses

• Mexico

• Minibeasts

• Mother's Day

• Music & Sound

• New Year

• Nursery Rhymes

• On the Farm

• Outdoor Area: Picnic / Sand Play / Water Play / Mud Kitchen / Wildlife Investigation Area / Outdoor Mark Making

• Passover

• People Who Help Us

• Pets

• Pirates

• Plants

• Polar

• Ramadan

• Recycling

• Remembrance Day

• Road Safety

• Space

• Spring

• Stay Healthy

• Summer

• Teddy Bears’ Picnic

• Teeth and Oral Health

• The Three Little Pigs

• Toys

• Transport

• Under the Sea

• Wetlands

• Winter

• Zoo

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📝 Planning Resources

📌 Featured EYFS Literacy planning resources

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💡 Examples of how to support ‘Literacy’ learning and development

Extracted from Development Matters; non-statutory curriculum guidance for the early years foundation stage. Includes colour and black and white versions.

Files contain public sector information licensed under the Open Government Licence v3.0.

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🧭 Age-Specific Documents for Supporting ‘Literacy’

Toddlers | 18 - 36 Months

Core Toddler Room ‘Literacy’ Planning Support

Additional Toddler Room Overarching Areas of Learning Support

The following documents include elements of ‘Literacy’ which may be helpful tools within your setting’s OAP Cycle.

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Preschool | 3 - 4 Years

Core Preschool ‘Literacy’ Planning Support

Additional Preschool Overarching Areas of Learning Support

The following documents include elements of ‘Literacy’ which may be helpful tools within your setting’s OAP Cycle.

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Reception | 4 - 5 Years

Core Reception ‘Literacy’ Planning Support

Additional Reception Overarching Areas of Learning Support

The following documents include elements of ‘Literacy’ which may be helpful tools within your setting’s OAP Cycle.

For overarching ‘Area of Learning’ Support such as Curriculum Intent Grids, Development Indicators and Assessment Tools, please visit our ‘Observations & Assessment’ page.

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🏡 Literacy within Continuous Provision | Age-Specific Ideas & Guidance

• Toddlers | 18–36 Months

  Toddler Literacy provision should focus on early foundations: sharing books, enjoying rhymes, noticing sounds, making marks and understanding that symbols and print can carry meaning.

  • Cosy book areas with familiar stories, songs and picture books

  • Rhyme baskets with props for repeated songs and nursery rhymes

  • Large-scale mark-making using chalk, paint, water and chunky tools

  • Role-play opportunities with menus, lists, bags, phones and notebooks

  • Environmental print within familiar routines and provision areas

  • Story sacks and simple props supporting shared attention and language

  • Sensory mark-making in sand, foam, paint and dough

  • Adults modelling reading and writing for real purposes during play

  • Opportunities to hear repeated phrases, rhythm, alliteration and rhyme

  Related Guidance:

  • Continuous Provision Setup Guides | Toddler Room

    • Small World

    • Messy / Wet Play

    • Dry Sensory & Loose Parts

    • Construction

    • Role Play / Home Corner

    • Mark Making

    • Book Area / Reading Nook

    • Music & Sound

    • Outdoor

  • Continuous Provision Maps (18–36 Months)

    • C&L

    • PSED

    • PD

    • Maths Seeds

    • Literacy Seeds

    • UW

    • EAD

  • Continuous Provision Audit & Resourcing List

  • Continuous Provision Rotation Planner Toolkit

  • Why Mark Making Matters — Before Writing | Toddlers (18–36 Months)

  • Literacy Seed Skills Progression Pack | Toddlers (18–36 Months)

  • Toddler Activity Cards Pack | Toddlers (18–36 Months)

• Preschool | 3–4 Years

  Preschool Literacy provision should support children’s enjoyment of books, early phonological awareness, mark-making confidence, print awareness and emergent writing through play-based experiences.

  • Storytelling areas with puppets, props and familiar story resources

  • Phase 1 phonics activities focused on sound, rhythm, rhyme and alliteration

  • Meaningful mark-making in role-play, construction and creative areas

  • Name recognition opportunities within routines and self-registration

  • Book corners that invite conversation, retelling and independent browsing

  • Writing materials available across continuous provision

  • Small group story, rhyme and listening games

  • Early writing opportunities such as cards, labels, maps, signs and lists

  • Fine motor activities supporting hand strength and control

  Related Guidance:

  • Universal Continuous Provision Packs (Preschool | 3–4 Years)

    • Construction Area

    • Small World Area

    • Role-Play Area

    • Writing / Mark-Making Area

    • Maths Area

    • Creative Area (Art & Making)

    • Investigation / STEM / Discovery Area

    • Book Corner / Reading Den

    • Fine Motor Station

    • Water Area

    • Sand Area

    • Snack Area / Independence Station

    • Outdoor Provision Core Zones

      • Physical play

      • Gross motor skills

      • Nature area

      • Outdoor mark-making

      • Outdoor maths

  • Preschool Environment & Provision Map Audit Pack

  • How Continuous Provision Works in Our Preschool Curriculum

  • Continuous Provision Audit Checklist

  • Continuous Provision FAQs (For Preschool Practitioners)

  • Fine-Motor & Mark-Making Mini Session Bank | Preschool (3–4 Years)

  • Preschool Skills Progression Ladder: Fine Motor & Hand Control

  • Preschool Skills Progression Ladder: Early Writing

  • Preschool Skills Progression Ladder: Early Reading

  • Early Phonics & Early Reading Pack | Preschool (3–4 Years)

  • Early Writing Purpose Mini Session Bank | Preschool (3–4 Years)

• Reception | 4–5 Years

  Reception Literacy provision should support children to apply phonics, enjoy reading, develop comprehension, write for meaningful purposes and build confidence as early readers and writers.

  • Phonics opportunities linked to taught sounds and words

  • Purposeful writing in role-play, investigation, construction and small world areas

  • Oral rehearsal before writing through talk, storytelling and sentence modelling

  • Story mapping, retelling and sequencing opportunities

  • Vocabulary-rich book areas linked to themes and interests

  • Writing invitations with real purposes, such as labels, signs, messages and lists

  • Adult-guided support for applying phonics within play

  • Opportunities to read and write outdoors and across provision

  • Fine motor and pencil control activities supporting writing fluency

  Related Guidance:

  • Reception Continuous Provision – Structure & Rationale

  • Universal Continuous Provision Pack (Areas listed below)

    • Construction

    • Creative

    • Investigation / Discovery

    • Maths

    • Reading

    • Role Play / Small World

    • Malleable / Sensory

    • Writing

  • Outdoor Continuous Provision (Reception)

  • Adult-Guided Learning in Provision

  • Fine Motor & Physical Development | Foundations for Writing in Reception (4–5 Years)

  • Reception Early Writing Purpose Pack | 4–5 Years

  • Phonics in Reception: Teaching, Application & Inclusion

  • Reception Optional Theme-Based High-Impact Question & Vocabulary Banks

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❓ Frequently Asked Questions About EYFS Literacy

• What is Literacy in the EYFS?

  Literacy is one of the specific areas of learning within the EYFS. It includes comprehension, word reading and writing.

• Why is Literacy important in early years?

  Literacy supports children’s communication, imagination, vocabulary, early reading, writing, comprehension and confidence as learners.

• How can practitioners support Literacy in continuous provision?

  Practitioners can support Literacy through story-rich environments, meaningful mark-making, role-play writing, phonics application, book areas, labels, signs and adult modelling.

• What are examples of Literacy activities in Reception?

  Examples include phonics games, story retelling, writing labels and lists, reading simple words, oral rehearsal, sentence writing, book talk and writing for real purposes in provision.

• What is Phase 1 phonics?

  Phase 1 phonics focuses on early listening, sound discrimination, rhythm, rhyme, alliteration, oral blending and phonological awareness before formal phonics teaching.

• How does mark-making support early writing?

  Mark-making helps children understand that marks can carry meaning. It also supports hand control, confidence, communication and the foundations for writing.

• Why is fine motor development important for Literacy?

  Fine motor development supports the hand strength, control and coordination children need for using tools, making marks and developing writing confidence.

• How can role-play support Literacy?

  Role-play gives children meaningful reasons to read, write, talk, label, make lists, use signs and explore print within imaginative contexts.

• How can settings support children who are not ready to write?

  Settings can support children through large-scale mark-making, sensory play, fine motor activities, oral storytelling, shared writing and meaningful low-pressure writing opportunities.

• How should Reception phonics link with continuous provision?

  Reception phonics should be taught systematically and then applied through meaningful opportunities in play, adult interaction, reading, writing and provision-based activities.

Return to the top ↑

🧰 Additional ‘Literacy’ Tools & Guidance

When considering the support you provide for ‘Literacy’ within your setting, you may find resources on the following pages useful.

🌈 EYFS Printable Resources & Guidance for Additional Areas of Learning

Prime Areas of Learning

These areas are particularly important for building foundations in communication, wellbeing and physical development.

• Communication and Language

• Personal, Social and Emotional Development

• Physical Development

Specific Areas of Learning

These areas build on and strengthen the prime areas as children grow and develop.

• Literacy

• Mathematics

• Understanding the World

• Expressive Arts and Design

Additional Curriculum Collections on Little Owls Resources

These collections support learning across multiple EYFS areas and are commonly used alongside the statutory framework.

• STEM

• Science

• History

• Phonics

More ways to search on ‘Little Owls Resources’…

(Select the buttons below to visit our menu pages)

Return to the top ↑

This page contains public sector information licensed under the Open Government Licence v3.0.

EYFS Physical Development Printable Resources & Guidance

Home › Areas of Learning Menu ›

Physical Development activities, displays & planning ideas for reception, preschool, nurseries & childminders

Supporting children’s Physical Development is a vital part of high-quality EYFS practice. This page brings together a wide range of EYFS Physical Development printable resources, planning documents, guidance packs and play-based activity ideas for babies, toddlers, preschool and Reception children aged birth to 5 years.

Designed for nurseries, preschools, childminders and Reception classrooms, our resources help practitioners support children’s gross motor movement, fine motor control, coordination, core strength, balance, independence and early writing development through meaningful play, movement and responsive adult interaction. You’ll find practical EYFS Physical Development activities, fine motor resources, outdoor learning ideas, movement-based provision, progression tools and printable materials aligned with Development Matters and the EYFS Framework.

Whether you are looking for Physical Development planning ideas for Reception, toddler gross motor activities, preschool fine motor and mark-making resources, or support for movement and physical exploration in baby rooms, this page includes both free EYFS printable resources and professional practitioner guidance to support confident, inclusive and developmentally appropriate practice across the Early Years Foundation Stage.

Sections on this page:

⭐ Free Sample ‘Physical Development’ Resources

📘 Core Guidance Surrounding ‘Physical Development’ Planning & Provision

What do we mean by ‘Physical Development’? | What High-Quality Physical Development Practice Looks Like | Physical Development Progression in EYFS | Physical Development within Continuous Provision Enhancements | Inclusive Physical Development Practice | SEND & EAL | Physical Development and the Other Areas of Learning

🖨️ Printable Provision Resources - Search by:

✨ Top Picks

🔤 Key Words & Phrases

🗂️ Topic

📝 Planning Resources

📌 Featured Planning Resources

💡 Development Matters Examples of How to Support ‘Physical Development’

• Birth to 3

• 3 and 4 Year Olds

• Reception

🧭 Age-Specific Curriculum & Pedagogy Planning Support for ‘Physical Development’

Guidance Documents, Fine Motor, Mark Making & Early Writing Session Banks, Skills Progression Ladders, Why Mark-Making Matters, Physical Development Progression Pack, Outdoor Provision

• Babies | Birth - 18 Months

• Toddlers | 18 - 36 Months

• Preschool | 3 - 4 Years

• Reception | 4 - 5 Years

🏡 Continuous Provision | Age-Specific Ideas & Guidance

➕ Further Support

❓ Frequently Asked Questions

🧰 Additional ‘Physical Development’ Tools & Guidance

🌈 Additional Areas of Learning

🔐 Find out more about ‘Membership Options’

⭐ Free EYFS ‘Physical Development’ Printable Resources

(Click on the images below to find out more)

💡 Join as a Free Access member to download the samples above and all other free resources available on Little Owls Resources at no cost. Alternatively, explore all membership options here.

Additional Free Sample Printable Provision can be found at the top of most pages.

📘 Core Guidance Surrounding ‘Physical Development’ Planning & Provision

• What do we mean by ‘Physical Development’?

  “Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence.” Development Matters

• What High-Quality Physical Development Practice Looks Like

  High-quality Physical Development practice in the EYFS is rooted in movement, play, exploration and developmentally appropriate opportunities for children to build strength, coordination, control and confidence.

  Effective Physical Development provision includes:

  • daily opportunities for active movement and physical exploration

  • indoor and outdoor environments supporting gross and fine motor development

  • open-ended play encouraging climbing, balancing, lifting, transporting and coordination

  • fine motor experiences developing hand strength, dexterity and control

  • movement-rich routines embedded throughout the day

  • opportunities for children to develop independence in self-care tasks

  • responsive adult interaction supporting confidence, perseverance and risk assessment

  • sensory and physical experiences supporting regulation and wellbeing

  • developmentally appropriate early writing foundations through play-based experiences

  • flexible provision responding to children’s physical development needs and interests

  Physical Development should be embedded throughout continuous provision, outdoor play, care routines, self-care opportunities and child-initiated learning experiences across the EYFS environment.

• Physical Development Progression in EYFS

  Children’s Physical Development grows through movement, exploration, play, repetition and opportunities to practise increasingly coordinated physical skills within meaningful contexts.

  Children typically progress from:

  • reflexive movement and sensory exploration

  • rolling, crawling, sitting and early physical confidence

  • grasping, reaching and developing hand-eye coordination

  • walking, climbing and navigating space with increasing control

  • developing balance, coordination and body awareness

  • using tools, objects and materials with growing precision

  • building fine motor strength through play and exploration

  • developing independence in dressing, feeding and self-care

  • controlling mark-making tools with increasing confidence

  • refining pencil control, hand strength and coordination for early writing

  Children develop Physical Development skills at different rates and benefit from active, movement-rich environments that support confidence, regulation and exploration.

• Physical Development within Continuous Provision Enhancements

  Small enhancements within continuous provision can create meaningful opportunities for Physical Development throughout the day.

  Examples may include:

  • playdough stations with rolling, squeezing and pinching tools

  • large-scale outdoor mark-making opportunities

  • obstacle courses using open-ended equipment

  • threading, posting and finger-strength activities

  • loose parts play encouraging lifting, transporting and coordination

  • fine motor challenge cards within provision areas

  • climbing equipment and balancing resources outdoors

  • sensory trays supporting grasping and manipulation

  • cutting stations with a variety of materials and tools

  • music and movement prompts encouraging physical expression

  • opportunities for children to carry, stack, build and construct collaboratively

  Continuous provision should support movement, coordination, strength, independence and physical confidence across all areas of learning.

• Inclusive Physical Development Practice | SEND & EAL

  Inclusive Physical Development provision supports every child to move, explore and participate confidently within safe, responsive and enabling environments.

  High-quality inclusive practice may include:

  • flexible movement opportunities adapted to individual needs

  • sensory-friendly physical environments

  • adapted tools, grips and resources where appropriate

  • opportunities for movement breaks and regulation support

  • developmentally appropriate expectations for physical skills

  • visual prompts and demonstrations supporting understanding

  • accessible outdoor and indoor learning environments

  • collaborative work with families and outside professionals where needed

  • open-ended physical experiences supporting participation and confidence

  • responsive adult support encouraging perseverance and achievement

  Children benefit from environments where movement, exploration and physical confidence are valued and supported inclusively.

• Physical Development and the Other Areas of Learning

  Physical Development supports learning across all seven areas of the EYFS curriculum.

  Personal, Social & Emotional Development

  Movement, risk-taking and physical achievement help children develop confidence, resilience, self-regulation and wellbeing.

  Communication & Language

  Children use language during movement play, games, outdoor exploration and collaborative physical experiences.

  Literacy

  Fine motor development, hand strength and coordination provide important foundations for mark-making and early writing.

  Mathematics

  Physical play supports spatial awareness, positional language, pattern, measure and problem-solving.

  Understanding the World

  Children explore space, materials, environments and physical experiences through movement and active investigation.

  Expressive Arts & Design

  Dance, music, role-play and creative movement experiences support expression, imagination and body control.

  Physical Development should therefore be embedded throughout continuous provision, outdoor learning, routines and child-initiated play across the EYFS environment.

• Guidance Informed by EYFS Best Practice

  The guidance and resources on this page are informed by:

  • the EYFS Statutory Framework

  • Development Matters

  • play-based and child-centred EYFS pedagogy

  • current understanding of gross motor and fine motor development

  • movement-rich and outdoor learning approaches

  • developmentally appropriate early writing practice

  • inclusive and responsive Physical Development provision

  • developmentally informed practice from birth to five

  All resources should be adapted to meet the needs of individual children, cohorts and settings.

• This Guidance is Useful For

  The resources, guidance and printable materials on this page may be useful for:

  • Nursery practitioners

  • Preschool practitioners

  • Reception teachers

  • Childminders

  • EYFS leaders and managers

  • SENDCos

  • Early Years students and trainees

  • Intervention staff

  • Parents and carers supporting physical development at home

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🖨️ Printable Provision Resources

Search our ‘Physical Development’ printable provision below.

✨ Top Picks

This section is currently being developed.

🛠️ Many of the pages linked within this section are currently being development for an improved user experience🛠️

Key Words & Phrases:

• Puzzles

• Pencil Control

• Playdough

• Art & Craft

• Exercise

• Scissor Skills

• Using Tools

• Colouring

• Loose Parts

• Construction

• Gross Motor Movement

• Small World Play

• Mark Making

• Recognisable Letters

• The Human Body

• Hand Washing

(Any text without a link indicates that we are working on this area.)

Additional Useful Pages

• Role-Play Packs

• Greeting Cards

• EYFS Framework

• Planning

• Assessment

• Outdoor Area

• Growth Mindset

• Signs and Labels

• Posters and Displays

Topic:

(Premium or Professional members may use the links below to access a selection of resources from within each topic that focus on Physical Development skills.)

• All About Me

• Animals of the World

• Autumn

• Birds

• Books & Storytelling

• Chinese New Year

• Colours

• Construction

• Dinosaurs

• Diwali

• Easter

• Eid al-Fitr

• Epiphany

• Fairies

• Father's Day

• Fireworks

• Food

• Forest School

• Goldilocks and the Three Bears

• Halloween

• Holi

• Inventions

• Jack and the Beanstalk

• Kings and Queens

• Life Cycles

• Little Red Riding Hood

• Materials

• Medicine – Doctors and Nurses

• Mexico

• Minibeasts

• Mother's Day

• Music & Sound

• New Year

• Nursery Rhymes

• On the Farm

• Outdoor Area: Picnic / Sand Play / Water Play / Mud Kitchen / Wildlife Investigation Area / Outdoor Mark Making / Outdoor Maths / Sport and PE Games

• Passover

• People Who Help Us

• Pets

• Pirates

• Plants

• Polar

• Ramadan

• Recycling

• Remembrance Day

• Road Safety

• Space

• Spring

• Stay Healthy

• Summer

• Teddy Bears’ Picnic

• Teeth and Oral Health

• The Human Body

• The Three Little Pigs

• Toys

• Transport

• Under the Sea

• Wetlands

• Winter

• Zoo

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📝 Planning Resources

📌 Featured EYFS Physical Development planning resources

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💡 Examples of how to support ‘Physical Development’ learning and development

Extracted from Development Matters; non-statutory curriculum guidance for the early years foundation stage. Includes colour and black and white versions.

Files contain public sector information licensed under the Open Government Licence v3.0.

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🧭 Age-Specific Documents for Supporting ‘Physical Development’

Babies | Birth - 18 Months

Core Baby Room ‘Physical Development’ Planning Support

Additional Baby Room Overarching Areas of Learning Support

The following documents include elements of ‘Physical Development’ which may be helpful tools within your setting’s OAP Cycle.

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Toddlers | 18 - 36 Months

Core Toddler Room ‘Physical Development’ Planning Support

Additional Toddler Room Overarching Areas of Learning Support

The following documents include elements of ‘Physical Development’ which may be helpful tools within your setting’s OAP Cycle.

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Preschool | 3 - 4 Years

Core Preschool ‘Physical Development’ Planning Support

Additional Preschool Overarching Areas of Learning Support

The following documents include elements of ‘Physical Development’ which may be helpful tools within your setting’s OAP Cycle.

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Reception | 4 - 5 Years

Core Reception ‘Physical Development’ Planning Support

Additional Reception Overarching Areas of Learning Support

The following documents include elements of ‘Physical Development’ which may be helpful tools within your setting’s OAP Cycle.

For overarching ‘Area of Learning’ Support such as Curriculum Intent Grids, Development Indicators and Assessment Tools, please visit our ‘Observations & Assessment’ page.

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🏡 Physical Development within Continuous Provision | Age-Specific Ideas & Guidance

• Babies | Birth–18 Months

  Physical Development in baby rooms is built through responsive care, movement opportunities and emotionally secure environments that encourage exploration and growing physical confidence.

  • Safe floor spaces encouraging rolling, crawling, stretching and movement

  • Treasure baskets and sensory experiences supporting grasping and coordination

  • Opportunities for reaching, pulling, pushing and exploring safely

  • Responsive tummy-time experiences supporting core strength development

  • Low-level mirrors encouraging movement and self-awareness

  • Music, rhythm and movement experiences supporting body awareness

  • Opportunities for babies to explore different textures, surfaces and spaces

  • Daily care routines supporting body awareness, movement and independence

  • Outdoor experiences encouraging sensory exploration and physical confidence

  Related Guidance:

  • Daily Routines as Learning Opportunities

  • Baby Room Environment Guide & Resourcing Lists

  • Baby Room Continuous Provision Maps

  • Transition & Sleep Routines Record Pack | Babies (0–18 Months)

  • Care as Curriculum: What This Means in Practice | Babies (0–18 Months)

• Toddlers | 18–36 Months

  Toddler Physical Development provision should support movement, coordination, balance, fine motor strength and growing independence through active, play-based learning experiences.

  • Climbing, balancing and movement opportunities indoors and outdoors

  • Large-scale mark-making using paint, chalk, water and brushes

  • Fine motor invitations using playdough, threading and loose parts

  • Transporting, carrying and lifting play encouraging coordination and strength

  • Opportunities for jumping, pushing, pulling and obstacle navigation

  • Sensory play supporting hand strength and body awareness

  • Self-care opportunities encouraging independence and coordination

  • Outdoor learning experiences in all weather conditions

  • Music and movement sessions encouraging rhythm and body control

  Related Guidance:

  • Continuous Provision Setup Guides | Toddler Room

    • Small World

    • Messy / Wet Play

    • Dry Sensory & Loose Parts

    • Construction

    • Role Play / Home Corner

    • Mark Making

    • Book Area / Reading Nook

    • Music & Sound

    • Outdoor

  • Continuous Provision Maps (18–36 Months)

    • C&L

    • PSED

    • PD

    • Maths Seeds

    • Literacy Seeds

    • UW

    • EAD

  • Continuous Provision Audit & Resourcing List

  • Continuous Provision Rotation Planner Toolkit

  • Physical Development Progression Pack | Toddlers (18–36 Months)

  • Why Mark Making Matters — Before Writing | Toddlers (18–36 Months)

  • Why We Learn Outdoors in All Weathers | Toddlers (18–36 Months)

• Preschool | 3–4 Years

  Preschool Physical Development provision should support children to develop coordination, control, strength and confidence through purposeful play, movement and increasingly refined fine motor experiences.

  • Fine motor stations with tweezers, threading, playdough and finger-strength activities

  • Large-scale outdoor mark-making and movement play

  • Construction and loose parts play encouraging coordination and control

  • Scissor skills, cutting and tool-use opportunities within provision

  • Obstacle courses supporting balance, agility and spatial awareness

  • Opportunities for children to manage dressing, fastening and self-care tasks

  • Movement games supporting listening, coordination and body control

  • Open-ended mark-making invitations linked to imaginative play

  • Adult-supported activities developing hand strength and pencil control

  Related Guidance:

  • Universal Continuous Provision Packs (Preschool | 3–4 Years)

    • Construction Area

    • Small World Area

    • Role-Play Area

    • Writing / Mark-Making Area

    • Maths Area

    • Creative Area (Art & Making)

    • Investigation / STEM / Discovery Area

    • Book Corner / Reading Den

    • Fine Motor Station

    • Water Area

    • Sand Area

    • Snack Area / Independence Station

    • Outdoor Provision Core Zones

      • Physical play

      • Gross motor skills

      • Nature area

      • Outdoor mark-making

      • Outdoor maths

  • Preschool Environment & Provision Map Audit Pack

  • How Continuous Provision Works in Our Preschool Curriculum

  • Continuous Provision Audit Checklist

  • Continuous Provision FAQs (For Preschool Practitioners)

  • Fine-Motor & Mark-Making Mini Session Bank | Preschool (3–4 Years)

  • Preschool Skills Progression Ladder: Fine Motor & Hand Control

  • Preschool Skills Progression Ladder: Early Writing

• Reception | 4–5 Years

  Reception Physical Development provision should support children to build strength, coordination, stamina and fine motor control while developing increasing independence and readiness for writing.

  • Fine motor challenges embedded throughout continuous provision

  • Opportunities for large-scale and small-scale mark-making daily

  • Outdoor provision supporting climbing, balancing, coordination and agility

  • Tool-use opportunities including scissors, hole punches, paintbrushes and construction materials

  • Finger-strength and hand-control activities supporting pencil grip development

  • Collaborative movement games supporting coordination and teamwork

  • Gross motor movement opportunities throughout the learning day

  • Self-care routines encouraging independence and responsibility

  • Adult-guided fine motor sessions linked to early writing development

  Related Guidance:

  • Reception Continuous Provision – Structure & Rationale

  • Universal Continuous Provision Pack (Areas listed below)

    • Construction

    • Creative

    • Investigation / Discovery

    • Maths

    • Reading

    • Role Play / Small World

    • Malleable / Sensory

    • Writing

  • Outdoor Continuous Provision (Reception)

  • Adult-Guided Learning in Provision

  • Fine Motor & Physical Development | Foundations for Writing in Reception (4–5 Years)

Return to the top ↑

❓ Frequently Asked Questions About EYFS Physical Development

• What is Physical Development in the EYFS?

  Physical Development is one of the prime areas of learning within the EYFS. It includes gross motor skills, fine motor skills, coordination, movement, self-care and healthy development.

• Why is Physical Development important in early years?

  Physical Development supports children’s confidence, independence, wellbeing, coordination, regulation and readiness for learning across all areas of development.

• How can practitioners support Physical Development in continuous provision?

  Practitioners can support Physical Development through active play, outdoor learning, fine motor invitations, movement opportunities, open-ended resources and responsive adult interaction.

• What are examples of Physical Development activities in Reception?

  Examples include obstacle courses, fine motor stations, outdoor climbing, scissor skills, threading, mark-making, balancing activities and movement games.

• How does outdoor learning support Physical Development?

  Outdoor learning provides opportunities for climbing, balancing, running, lifting, transporting, risk-taking and large-scale movement that support coordination and physical confidence.

• What is the difference between gross motor and fine motor development?

  Gross motor development relates to large body movements such as climbing, balancing and running. Fine motor development relates to smaller movements involving hands, fingers and coordination needed for tasks such as mark-making and tool use.

• Why is fine motor development important before writing?

  Children need strong core muscles, shoulder stability, hand strength and coordination before developing confident pencil control and early writing skills.

• How can settings support children with delayed Physical Development?

  Support may include adapted resources, movement-rich environments, sensory support, targeted fine motor experiences, outdoor play and partnership with families and outside professionals where appropriate.

• How can continuous provision support Physical Development?

  Continuous provision supports Physical Development through daily opportunities for movement, climbing, lifting, balancing, fine motor exploration, mark-making and self-care experiences embedded throughout the environment.

• Why is movement important for learning in EYFS?

  Movement supports brain development, wellbeing, coordination, confidence, self-regulation and children’s ability to engage in learning experiences successfully.

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🧰 Additional ‘Physical Development’ Tools & Guidance

When considering the support you provide for ‘Physical Development’ within your setting, you may find resources on the following pages useful.

🌈 EYFS Printable Resources & Guidance for Additional Areas of Learning

Prime Areas of Learning

These areas are particularly important for building foundations in communication, wellbeing and physical development.

• Communication and Language

• Personal, Social and Emotional Development

• Physical Development

Specific Areas of Learning

These areas build on and strengthen the prime areas as children grow and develop.

• Literacy

• Mathematics

• Understanding the World

• Expressive Arts and Design

Additional Curriculum Collections on Little Owls Resources

These collections support learning across multiple EYFS areas and are commonly used alongside the statutory framework.

• STEM

• Science

• History

• Phonics

More ways to search on ‘Little Owls Resources’…

(Select the buttons below to visit our menu pages)

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This page contains public sector information licensed under the Open Government Licence v3.0.

EYFS Personal, Social & Emotional Development (PSED) Printable Resources & Guidance

Home › Areas of Learning Menu ›

PSED activities, displays & planning ideas for reception, preschool, nurseries & childminders

Supporting children’s Personal, Social and Emotional Development is a vital part of high-quality EYFS practice. This page brings together a wide range of EYFS PSED printable resources, planning documents, guidance packs and play-based activity ideas for babies, toddlers, preschool and Reception children aged birth to 5 years.

Designed for nurseries, preschools, childminders and Reception classrooms, our resources help practitioners support children’s emotional wellbeing, self-regulation, confidence, independence, friendships, behaviour, transitions and positive relationships through meaningful play, routines and responsive adult interaction. You’ll find practical EYFS PSED activities, emotional regulation resources, transition support, wellbeing tools, progression guidance and printable provision materials aligned with Development Matters and the EYFS Framework.

Whether you are looking for PSED planning ideas for Reception, toddler emotional regulation activities, preschool friendship and turn-taking resources, or support for secure attachment and settling-in within baby rooms, this page includes both free EYFS printable resources and professional practitioner guidance to support confident, inclusive and developmentally appropriate practice across the Early Years Foundation Stage.

Sections on this page:

⭐ Free Sample ‘PSED’ Printable Resources

📘 Core Guidance Surrounding ‘PSED’ Planning & Provision

What do we mean by ‘PSED’? | What High-Quality Personal, Social & Emotional Development (PSED) Practice Looks Like | Personal, Social & Emotional Development Progression in EYFS | Personal, Social & Emotional Development within Continuous Provision Enhancements | Inclusive Personal, Social & Emotional Development Practice | SEND & EAL | Personal, Social & Emotional Development and the Other Areas of Learning

🖨️ Printable Provision Resources - Search by:

✨ Top Picks

🔤 Key Words & Phrases

🗂️ Topic

📝 Planning Resources

📌 Featured Planning Resources

💡 Development Matters Examples of How to Support ‘PSED’ learning and development

• Birth to 3

• 3 and 4 Year Olds

• Reception

🧭 Age-Specific Curriculum & Pedagogy Planning Support for ‘PSED’

Guidance Documents, Session Banks, Invitations, Skills Progression Ladders, Transitions, Behaviour & Regulation

• Babies | Birth - 18 Months

• Toddlers | 18 - 36 Months

• Preschool | 3 - 4 Years

• Reception | 4 - 5 Years

🏡 Continuous Provision | Age-Specific Ideas & Guidance

➕ Further Support

❓ Frequently Asked Questions

🧰 Additional ‘PSED’ Tools & Guidance

🌈 Additional Areas of Learning

🔐 Find out more about ‘Membership Options’

⭐ Free EYFS ‘Personal, Social & Emotional Development’ Printable Resources

(Click on the images below to find out more)

💡 Join as a Free Access member to download the samples above and all other free resources available on Little Owls Resources at no cost. Alternatively, explore all membership options here.

Additional Free Sample Printable Provision can be found at the top of most pages.

📘 Core Guidance Surrounding ‘Personal, Social & Emotional Development’ Planning & Provision

• What do we mean by ‘PSED’?

  “Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.” Development Matters

• What High-Quality Personal, Social & Emotional Development (PSED) Practice Looks Like

  High-quality Personal, Social & Emotional Development practice in the EYFS is rooted in secure relationships, emotionally responsive interaction and developmentally appropriate expectations. Children develop confidence, resilience, self-regulation and social understanding through warm, consistent relationships and meaningful play experiences.

  Effective PSED provision includes:

  • emotionally secure, nurturing relationships with trusted adults

  • consistent routines and predictable environments

  • responsive support for emotional regulation and wellbeing

  • opportunities for children to develop independence and self-confidence

  • play experiences that encourage cooperation, negotiation and turn-taking

  • calm, relational approaches to behaviour support

  • adults modelling empathy, kindness and respectful communication

  • opportunities for children to express thoughts, feelings and preferences

  • environments that promote belonging, inclusion and emotional safety

  • responsive planning that recognises children’s emotional and developmental needs

  Personal, Social & Emotional Development should be woven throughout continuous provision, transitions, routines, care practices and child-initiated play across the EYFS environment.

• Personal, Social & Emotional Development Progression in EYFS

  Children’s Personal, Social & Emotional Development grows through secure relationships, emotionally responsive experiences, consistent routines and opportunities to interact, communicate and explore within safe environments.

  Children typically progress from:

  • forming secure attachments with familiar adults

  • expressing needs and emotions through gestures, sounds and behaviour

  • developing confidence to explore with adult reassurance

  • beginning to play alongside others

  • developing awareness of routines, boundaries and expectations

  • expressing preferences, choices and emotions more independently

  • learning to cooperate, share and take turns

  • beginning to regulate emotions and behaviour with support

  • developing resilience, confidence and independence

  • forming friendships and understanding the feelings of others

  • managing personal care, transitions and challenges with increasing confidence

  Children develop Personal, Social & Emotional skills at different rates and require emotionally secure, relational environments that support wellbeing, belonging and positive self-esteem.

• Personal, Social & Emotional Development within Continuous Provision Enhancements

  Small enhancements within continuous provision can create meaningful opportunities for Personal, Social & Emotional Development throughout the day.

  Examples may include:

  • emotion mirrors and feeling cards

  • family photograph displays promoting belonging and identity

  • calming baskets and cosy regulation spaces

  • friendship benches and collaborative games

  • role-play props linked to home, community and everyday experiences

  • turn-taking games and cooperative challenges

  • books exploring emotions, kindness and relationships

  • visual routines and self-registration systems

  • reflection prompts encouraging children to talk about feelings and experiences

  • celebration displays recognising children’s achievements and efforts

  • mindfulness and relaxation resources within quiet spaces

  Continuous provision should support emotional security, confidence, independence and positive relationships across all areas of learning.

• Inclusive Personal, Social & Emotional Development Practice | SEND & EAL

  Inclusive PSED provision supports every child to feel safe, valued, respected and included within the learning environment.

  High-quality inclusive practice may include:

  • emotionally responsive and relationship-led interactions

  • predictable routines and visual supports

  • calm, regulation-friendly environments

  • sensory support and safe retreat spaces where needed

  • consistent language and behavioural expectations

  • support for transitions and unfamiliar situations

  • close partnership with families and carers

  • celebration of cultural identity, home languages and family experiences

  • developmentally appropriate expectations for behaviour and self-regulation

  • flexible approaches recognising differing emotional and communication needs

  Children benefit from environments where emotional wellbeing, belonging and respectful relationships are prioritised throughout everyday practice.

• Personal, Social & Emotional Development and the Other Areas of Learning

  Personal, Social & Emotional Development supports learning across all seven areas of the EYFS curriculum.

  Communication & Language

  Children use language to express feelings, build relationships, negotiate during play and develop confidence within social situations.

  Physical Development

  Physical wellbeing, movement and self-care all contribute to confidence, independence and emotional regulation.

  Literacy

  Stories, conversations and role-play help children explore emotions, relationships, empathy and social understanding.

  Mathematics

  Collaborative problem-solving and shared play experiences support turn-taking, resilience and confidence.

  Understanding the World

  Children develop awareness of people, communities, similarities, differences and relationships through meaningful experiences and discussion.

  Expressive Arts & Design

  Creative play, storytelling, music and imaginative experiences support emotional expression, confidence and self-identity.

  Personal, Social & Emotional Development should therefore be embedded throughout continuous provision, routines, relationships and everyday interactions across the EYFS environment.

• Guidance Informed by EYFS Best Practice

  The guidance and resources on this page are informed by:

  • the EYFS Statutory Framework

  • Development Matters

  • attachment-aware and relational EYFS practice

  • play-based and child-centred pedagogy

  • current understanding of emotional wellbeing and self-regulation in early childhood

  • inclusive and developmentally appropriate approaches to behaviour support

  • responsive continuous provision and in-the-moment interaction

  • developmentally informed practice from birth to five

  All resources should be adapted to meet the needs of individual children, cohorts and settings.

• This Guidance is Useful For

  The resources, guidance and printable materials on this page may be useful for:

  • Nursery practitioners

  • Preschool practitioners

  • Reception teachers

  • Childminders

  • EYFS leaders and managers

  • SENDCos

  • Early Years students and trainees

  • Intervention staff

  • Parents and carers supporting emotional wellbeing at home

Return to the top ↑

🖨️ Printable Provision Resources

Search our ‘Personal, Social & Emotional Development’ printable provision below.

✨ Top Picks

This section is currently being developed.

🛠️ Many of the pages linked within this section are currently being development for an improved user experience🛠️

Key Words & Phrases:

• Aware of Own Feelings & those of Others

• Emotions and Feelings

• Mental Health

• Kindness and Friendship

• Healthy eating

• Conflict Resolution

• Aware of Own Body

• The Human Body

• Talk About Own Abilities

• Express Own Preferences

• Confident to Talk in a Group

• Turn Taking

• Play Alongside & With Others

• Games

• Cooperates with Boundaries, Routines & Behavioural Expectations

• Welcomes Praise

• Festivals & Celebrations

• Awareness Dates

• Transitions

• Picture Communication

(Any text without a link indicates that we are working on this area.)

Additional Useful Pages

• Dual-Language resources

• Role-Play Packs

• Certificates

• Reward Charts

• Stickers

• Greeting Cards

• Party Packs

• EYFS Framework

• Planning

• Observation & Assessment

• Outdoor Area

• Growth Mindset

• Picture Communication

• Signs and Labels

• Self Registration

• Posters and Displays

Topics:

(Premium or Professional members may use the links below to access a selection of resources from within each topic that focus on PSED skills.)

• All About Me

• Animals of the World

• Autumn

• Birds

• Books & Storytelling

• Chinese New Year

• Colours

• Construction

• Dinosaurs

• Diwali

• Easter

• Epiphany

• Eid al-Fitr

• Fairies

• Father's Day

• Fireworks

• Food

• Forest School

• Goldilocks and the Three Bears

• Halloween

• Holi

• Houses and Homes

• Jack and the Beanstalk

• Kings and Queens

• Life Cycles

• Little Red Riding Hood

• Medicine – Doctors and Nurses

• Mental Health

• Mexico

• Minibeasts

• Mother's Day

• Music & Sound

• New Year

• Nursery Rhymes

• On the Farm

• Outdoor Area: Picnic / Sand Play / Water Play / Mud Kitchen / Wildlife Investigation Area / Outdoor Mark Making / Sport and PE Games

• Passover

• People Who Help Us

• Pets

• Pirates

• Plants

• Polar

• Ramadan

• Recycling

• Remembrance Day

• Road Safety

• Space

• Spring

• Stay Healthy

• Summer

• Teeth and Oral Health

• Teddy Bears’ Picnic

• The Human Body

• The Three Little Pigs

• Toys

• Transport

• Under the Sea

• Winter

• Wetlands

• Zoo

Return to the top ↑

📝 Planning Resources

📌 Featured EYFS Personal, Social & Emotional Development (PSED) planning resources

Return to the top ↑

💡 Examples of how to support ‘Personal, Social & Emotional Development’

Extracted from Development Matters; non-statutory curriculum guidance for the early years foundation stage. Includes colour and black and white versions.

Files contain public sector information licensed under the Open Government Licence v3.0.

Return to the top ↑

🧭 Age-Specific Documents for Supporting ‘Personal, Social & Emotional Development’

Babies | Birth - 18 Months

Core Baby Room ‘Personal, Social & Emotional Development’ Planning Support

Additional Baby Room Overarching Areas of Learning Support

The following documents include elements of ‘Personal, Social & Emotional Development’ which may be helpful tools within your setting’s OAP Cycle.

Return to the top ↑

Toddlers | 18 - 36 Months

Core Toddler Room ‘Personal, Social & Emotional Development’ Planning Support

Additional Toddler Room Overarching Areas of Learning Support

The following documents include elements of ‘Personal, Social & Emotional Development’ which may be helpful tools within your setting’s OAP Cycle.

Return to the top ↑

Preschool | 3 - 4 Years

Core Preschool ‘Personal, Social & Emotional Development’ Planning Support

Additional Preschool Overarching Areas of Learning Support

The following documents include elements of ‘Personal, Social & Emotional Development’ which may be helpful tools within your setting’s OAP Cycle.

Return to the top ↑

Reception | 4 - 5 Years

Core Reception ‘Personal, Social & Emotional Development’ Planning Support

Additional Reception Overarching Areas of Learning Support

The following documents include elements of ‘Personal, Social & Emotional Development’ which may be helpful tools within your setting’s OAP Cycle.

For overarching ‘Area of Learning’ Support such as Curriculum Intent Grids, Development Indicators and Assessment Tools, please visit our ‘Observations & Assessment’ page.

Return to the top ↑

🏡 PSED within Continuous Provision | Age-Specific Ideas & Guidance

• Babies | Birth–18 Months

  Personal, Social & Emotional Development in baby rooms is built through secure attachment, responsive care and emotionally available interactions. Consistent routines and trusting relationships help babies feel safe, valued and ready to explore.

  • Familiar adults responding sensitively to cues, gestures and emotional needs

  • Cosy spaces supporting calm connection, comfort and shared attention

  • Mirror play encouraging self-awareness and recognition

  • Treasure baskets and sensory play supporting confidence and curiosity

  • Predictable routines helping babies feel emotionally secure

  • Gentle singing, face-to-face interaction and soothing communication

  • Emotion-rich language modelled during care routines and play

  • Opportunities for babies to explore safely with close adult support

  • Photographs of familiar people and family connections within the environment

  Related Guidance:

  • Supporting Emotional Regulation in Baby Rooms

  • Supporting Babies and Families Through Change

  • Daily Routines as Learning Opportunities

  • Baby Room Environment Guide & Resourcing Lists

  • Baby Room Continuous Provision Maps

• Toddlers | 18–36 Months

  Toddler PSED provision should support developing independence, emotional expression, social interaction and early self-regulation through responsive relationships and meaningful play opportunities.

  • Small-group play encouraging turn-taking and cooperation

  • Role-play areas supporting familiar routines and social experiences

  • Emotion cards, mirrors and feeling prompts within provision

  • Opportunities for safe risk-taking and growing independence

  • Snack and mealtime routines encouraging belonging and conversation

  • Calming spaces supporting regulation and emotional recovery

  • Adult support for naming emotions and solving simple conflicts

  • Repetitive routines and visual supports promoting security and confidence

  • Open-ended play opportunities encouraging choice-making and autonomy

  Related Guidance:

  • Toddler Behaviour & Regulation: A Quick Guide

  • PSED Activity Invitations Pack | Toddlers (18–36 Months)

  • Supporting Emotional Regulation Through Language

  • Continuous Provision Setup Guides | Toddler Room

    • Small World

    • Messy / Wet Play

    • Dry Sensory & Loose Parts

    • Construction

    • Role Play / Home Corner

    • Mark Making

    • Book Area / Reading Nook

    • Music & Sound

    • Outdoor

  • Continuous Provision Maps (18–36 Months)

    • C&L

    • PSED

    • PD

    • Maths Seeds

    • Literacy Seeds

    • UW

    • EAD

  • Continuous Provision Audit & Resourcing List

  • Continuous Provision Rotation Planner Toolkit

• Preschool | 3–4 Years

  Preschool PSED provision should encourage confidence, cooperation, resilience and emotional understanding through play-based learning, secure relationships and responsive adult support.

  • Role-play opportunities encouraging collaboration and negotiation

  • Circle-time experiences promoting listening, turn-taking and belonging

  • Small-group games supporting cooperation and social confidence

  • Opportunities for children to express opinions, preferences and ideas

  • Visual emotion supports and calming strategies within provision

  • Collaborative construction and creative projects encouraging teamwork

  • Books and storytelling supporting empathy and emotional understanding

  • Open-ended play opportunities encouraging resilience and problem-solving

  • Adults modelling respectful communication and conflict resolution

  Related Guidance:

  • Preschool Skills Progression Ladder: PSED – Self-Regulation & Relationships

  • Adult-Led Focus Session Templates | Preschool (3–4 Years)

  • Transition to Reception Pack | Preschool (3–4 Years) → Reception

  • Universal Continuous Provision Packs (Preschool | 3–4 Years)

    • Construction Area

    • Small World Area

    • Role-Play Area

    • Writing / Mark-Making Area

    • Maths Area

    • Creative Area (Art & Making)

    • Investigation / STEM / Discovery Area

    • Book Corner / Reading Den

    • Fine Motor Station

    • Water Area

    • Sand Area

    • Snack Area / Independence Station

    • Outdoor Provision Core Zones

      • Physical play

      • Gross motor skills

      • Nature area

      • Outdoor mark-making

      • Outdoor maths

  • Preschool Environment & Provision Map Audit Pack

  • How Continuous Provision Works in Our Preschool Curriculum

  • Continuous Provision Audit Checklist

  • Continuous Provision FAQs (For Preschool Practitioners)

• Reception | 4–5 Years

  Reception PSED provision should support children to become increasingly independent, emotionally aware and socially confident within a play-based, language-rich learning environment.

  • Collaborative play opportunities supporting teamwork and communication

  • Self-registration and independence routines embedded within provision

  • Emotion check-ins and wellbeing discussions throughout the day

  • Open-ended challenges encouraging resilience and perseverance

  • Opportunities for children to reflect on feelings, behaviour and learning

  • Small-group discussion opportunities promoting confidence and listening

  • Visual supports encouraging self-management and responsibility

  • Adult-guided support for problem-solving, friendship and conflict resolution

  • Calm regulation spaces supporting emotional wellbeing and self-regulation

  Related Guidance:

  • Self-Regulation & Learning Behaviours in Reception | 4–5 Years

  • Reception Parent Partnership Pack | Reception (4–5 Years)

  • Reception → Year 1 Transition Pack

  • Reception Continuous Provision – Structure & Rationale

  • Universal Continuous Provision Pack (Areas listed below)

    • Construction

    • Creative

    • Investigation / Discovery

    • Maths

    • Reading

    • Role Play / Small World

    • Malleable / Sensory

    • Writing

  • Outdoor Continuous Provision (Reception)

  • Adult-Guided Learning in Provision

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❓ Frequently Asked Questions About EYFS Personal, Social & Emotional Development (PSED)

• What is Personal, Social & Emotional Development in the EYFS?

  Personal, Social & Emotional Development is one of the prime areas of learning within the EYFS. It includes self-regulation, managing self and building relationships.

• Why is PSED important in early years?

  Strong PSED supports children’s wellbeing, confidence, resilience, emotional regulation, relationships and readiness for learning across all areas of development.

• How can practitioners support emotional regulation in EYFS?

  Practitioners can support emotional regulation through warm relationships, predictable routines, modelling emotional language, calm environments and responsive adult interaction.

• What are examples of PSED activities in Reception?

  Examples include collaborative games, emotion discussions, role-play, group problem-solving, wellbeing check-ins, turn-taking activities and opportunities for independence within continuous provision.

• How does continuous provision support PSED?

  Continuous provision supports PSED through opportunities for cooperation, choice-making, independence, relationship-building, emotional expression and self-regulation within meaningful play experiences.

• How can role-play support Personal, Social & Emotional Development?

  Role-play helps children explore emotions, relationships, routines, empathy, cooperation and social situations through imaginative play and shared interaction.

• What is self-regulation in the EYFS?

  Self-regulation refers to children’s growing ability to manage emotions, attention, behaviour and responses with increasing independence and support.

• How should settings support behaviour in the EYFS?

  Behaviour support in EYFS should be relational, developmentally appropriate and focused on emotional understanding, co-regulation, consistency and secure relationships.

• How can settings support children during transitions?

  Children benefit from gradual transitions, familiar routines, strong parent partnerships, visual supports, emotionally available adults and consistent communication.

• How can EYFS settings support children’s wellbeing?

  Settings can support wellbeing through secure relationships, inclusive environments, emotionally responsive practice, play-based learning and opportunities for children to feel safe, valued and connected.

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🧰 Additional ‘PSED’ Tools & Guidance

When considering the support you provide for ‘Personal, Social & Emotional Development’ within your setting, you may find resources on the following pages useful.

🌈 EYFS Printable Resources & Guidance for Additional Areas of Learning

Prime Areas of Learning

These areas are particularly important for building foundations in communication, wellbeing and physical development.

• Communication and Language

• Personal, Social and Emotional Development

• Physical Development

Specific Areas of Learning

These areas build on and strengthen the prime areas as children grow and develop.

• Literacy

• Mathematics

• Understanding the World

• Expressive Arts and Design

Additional Curriculum Collections on Little Owls Resources

These collections support learning across multiple EYFS areas and are commonly used alongside the statutory framework.

• STEM

• Science

• History

• Phonics

More ways to search on ‘Little Owls Resources’…

(Select the buttons below to visit our menu pages)

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This page contains public sector information licensed under the Open Government Licence v3.0.

EYFS Communication & Language Printable Resources & Guidance

Home › Areas of Learning Menu ›

Communication & Language activities, displays & planning ideas for reception, preschool, nurseries & childminders

Supporting children’s communication and language development is a vital part of high-quality EYFS practice. This page brings together a wide range of EYFS Communication & Language printable resources, planning documents, guidance packs and play-based activity ideas for babies, toddlers, preschool and Reception children aged birth to 5 years.

Designed for nurseries, preschools, childminders and Reception classrooms, our resources help practitioners build language-rich environments that support listening, attention, understanding, speaking, vocabulary development, conversation skills and early speech through meaningful play and interaction. You’ll find practical EYFS Communication & Language activities, role-play resources, story-based learning, progression tools, adult interaction guidance and printable provision materials aligned with Development Matters and the EYFS Framework.

Whether you are looking for Communication & Language planning ideas for Reception, toddler language development activities, preschool speaking and listening resources, or support for early speech and language in baby rooms, this page includes both free EYFS printable resources and professional practitioner guidance to support confident, developmentally appropriate practice across the Early Years Foundation Stage.

Sections on this page:

⭐ Free Sample ‘Communication and Language’ Resources

📘 Core Guidance Surrounding ‘Communication & Language’ Planning & Provision

What do we mean by ‘Communication and Language’? | What High-Quality Communication & Language Practice Looks Like | Communication & Language Progression in EYFS | Communication & Language within Continuous Provision Enhancements | Inclusive Communication & Language Practice | SEND & EAL | Communication & Language and the Other Areas of Learning

🖨️ Printable Provision Resources - Search by:

✨ Top Picks

🔤 Key Words & Phrases

🗂️ Topic

📝 Planning Resources

📌 Featured Planning Resources

💡 Development Matters Examples of How to Support ‘Communication & Language’

• Birth to 3

• 3 and 4 Year Olds

• Reception

🧭 Age-Specific Curriculum & Pedagogy Planning Support for ‘Communication & Language’

Guidance Documents, Session Banks, Skills Progression Ladders, Language-First Approaches, Responsive Talk, Narration & Imitation, Building Language Through Play, Speech & Language Development, High-Impact Questions & Vocabulary

• Babies | Birth - 18 Months

• Toddlers | 18 - 36 Months

• Preschool | 3 - 4 Years

• Reception | 4 - 5 Years

• EYFS | Birth - 5

🏡 Continuous Provision | Age-Specific Ideas & Guidance

➕ Further Support

❓ Frequently Asked Questions

🧰 Additional ‘Communication & Language’ Tools & Guidance

🌈 Additional Areas of Learning

🔐 Find out more about ‘Membership Options’

⭐ Free EYFS ‘Communication & Language’ Printable Resources

(Click on the images below to find out more)

💡 Join as a Free Access member to download the samples above and all other free resources available on Little Owls Resources at no cost. Alternatively, explore all membership options here.

Additional Free Sample Printable Provision can be found at the top of most pages.

📘 Core Guidance Surrounding ‘Communication & Language’ Planning & Provision

• What do we mean by ‘Communication and Language’?

  “The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children's language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.” Development Matters

• What High-Quality Communication & Language Practice Looks Like

  High-quality Communication & Language practice in the EYFS is rooted in warm, responsive relationships, meaningful interaction and language-rich play experiences. Children develop communication skills best when adults are emotionally available, attentive and actively engaged in shared experiences throughout the day.

  Effective Communication & Language provision includes:

  • responsive back-and-forth interaction between adults and children

  • sustained shared thinking during play and everyday routines

  • language-rich continuous provision across all areas of learning

  • regular storytelling, singing, rhyme and conversation

  • adults modelling and naturally extending vocabulary

  • opportunities for children to listen, respond, recall, predict and explain

  • meaningful role-play and imaginative play experiences

  • emotionally secure environments where children feel confident communicating

  • inclusive approaches supporting SEND, EAL and differing communication needs

  • responsive planning based on children’s interests, fascinations and developmental stage

  Communication and Language development should not be viewed as a standalone activity. It is embedded throughout continuous provision, routines, outdoor play, social interaction and child-initiated learning across the EYFS environment.

• Communication & Language Progression in EYFS

  Children’s Communication & Language development progresses gradually through responsive interaction, play, relationships and repeated opportunities to communicate in meaningful contexts.

  Children typically progress from:

  • shared attention, eye contact and gesture communication

  • responding to familiar voices, sounds and routines

  • babbling, vocal play and single-word communication

  • understanding familiar words, instructions and everyday language

  • combining words and beginning conversational turn-taking

  • asking questions and expressing thoughts, feelings and preferences

  • retelling stories and engaging in imaginative play narratives

  • listening attentively within groups and following more complex instructions

  • explaining ideas, predicting outcomes and using increasingly ambitious vocabulary

  • sustaining conversations and adapting language for different situations

  Children develop at different rates and Communication & Language development is closely connected to emotional security, relationships, play experiences and opportunities for interaction.

• Communication & Language within Continuous Provision Enhancements

  Small enhancements within continuous provision can create meaningful opportunities for Communication & Language development throughout the day.

  Examples may include:

  • story spoons, puppets and story sacks in book areas

  • telephones, notepads and message cards within role-play areas

  • labelled baskets and vocabulary prompts linked to current interests

  • conversation prompt cards in small world and construction areas

  • mirrors for exploring facial expression, sound and mouth movement

  • rhyme baskets and song props for repeated language experiences

  • small world storytelling invitations linked to familiar stories

  • picture communication cards and visual supports

  • themed vocabulary collections linked to seasonal or topic-based learning

  • oral storytelling props in outdoor provision

  • cosy communication spaces encouraging shared books and conversation

  • curiosity trays encouraging questioning, prediction and discussion

  Continuous provision should remain flexible, open-ended and responsive to children’s interests, communication styles and developmental needs.

• Inclusive Communication & Language Practice | SEND & EAL

  Inclusive Communication & Language provision supports every child to communicate confidently within a safe, responsive and language-rich environment.

  High-quality inclusive practice may include:

  • visual supports, gestures and picture communication systems

  • simplified language alongside rich vocabulary modelling

  • repetition, routine and predictable language structures

  • additional processing time during conversations and group interactions

  • communication-friendly spaces with reduced noise and overwhelm

  • modelling language through play, narration and shared experiences

  • celebrating home languages and multilingualism

  • close partnership with families to understand children’s communication strengths

  • sensory and emotional regulation support where needed

  • responsive adult interaction based on children’s cues, interests and developmental stage

  Children learning English as an Additional Language benefit from strong foundations in their home language. Multilingualism should be recognised as a strength and valued within the learning environment.

• Communication & Language and the Other Areas of Learning

  Communication & Language development underpins all seven areas of learning within the EYFS.

  Personal, Social & Emotional Development

  Children use language to express feelings, build relationships, negotiate during play and develop self-confidence.

  Literacy

  Strong Communication & Language skills support storytelling, comprehension, vocabulary development, phonological awareness and early writing.

  Physical Development

  Physical development contributes to communication through facial expression, gesture, movement, posture and the physical skills needed for speech.

  Understanding the World

  Children use language to ask questions, discuss observations, share ideas and make sense of experiences.

  Expressive Arts & Design

  Role-play, storytelling, music, dance and imaginative play all provide rich opportunities for communication and vocabulary development.

  Mathematics

  Children use language to describe patterns, explain thinking, compare quantities and solve problems collaboratively.

  Communication & Language should therefore be woven throughout continuous provision, routines, adult interaction and child-initiated play across the entire EYFS curriculum.

• Guidance Informed by EYFS Best Practice

  The guidance and resources on this page are informed by:

  • the EYFS Statutory Framework

  • Development Matters

  • play-based and child-centred EYFS pedagogy

  • sustained shared thinking approaches

  • language-rich continuous provision practice

  • current understanding of early speech, language and communication development

  • inclusive and relational approaches to early years education

  • developmentally appropriate practice from birth to five

  All resources should be adapted to meet the needs of individual children, cohorts and settings.

• This Guidance is Useful For

  The resources, guidance and printable materials on this page may be useful for:

  • Nursery practitioners

  • Preschool practitioners

  • Reception teachers

  • Childminders

  • EYFS leaders and managers

  • SENDCos

  • Early Years students and trainees

  • Intervention staff

  • Parents and carers supporting learning at home

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🖨️ Printable Provision Resources

Search our ‘Communication & Language’ printable provision below.

✨ Top Picks

This section is currently being developed.

🛠️ Many of the pages linked within this section are currently being development for an improved user experience🛠️

Key Words & Phrases:

• Speech in Role Play

• Speech in Small World Play

• Let’s Connect - Mental Health

• Listening - Nursery Rhymes

• Listening - Sounds & Musical Instruments

• Listening - Traditional Tales

• Oracy & Storytelling

• Maintains Attention & Concentration

• Follows Instructions/Directions

• Picture Communication

• Understanding & Speech - Concepts

• Understanding & Speech - Prepositions

• Understanding & Speech - Single Words/Expanding Vocabulary

• Understanding & Speech - Simple & Complex Sentences

• Understanding & Speech - Questions

• Understanding & Speech - Humour/Jokes

• Understanding & Speech - Follow stories without pictures

• Understanding & Speech - Tenses

• Understanding & Speech - Intonation, Rhythm & Phrasing

• Understanding & Speech - Sharing Feelings, Thoughts & Experiences

• Understanding & Speech - Stimulus for Conversation

(Any text without a link indicates that we are working on this area.)

Additional Useful Pages

• Dual-Language Resources

• Role-Play Packs

• Greeting Cards

• Party Packs

• EYFS Framework

• Planning

• Observation & Assessment

• Outdoor Area

• Growth Mindset

• Picture Communication

• Signs and Labels

• Self Registration

• Posters and Displays

A note on English as an additional language

Speaking more than one language has lots of advantages for children. It is the norm in many countries around the world. Children will learn English from a strong foundation in their home language. It is important for you to encourage families to use their home language for linguistic as well as cultural reasons. Children learning English will typically go through a quiet phase when they do not say very much and may then use words in both languages in the same sentence. Talk to parents about what language they speak at home, try and learn a few key words and celebrate multilingualism in your setting. Development Matters

Topics:

(Premium or Professional members may use the links below to access a selection of resources from within each topic that focus on Communication and Language skills.)

• All About Me

• Animals of the World

• Autumn

• Birds

• Books & Storytelling

• Chinese New Year

• Colours

• Construction

• Dinosaurs

• Diwali

• Easter

• Eid al-Fitr

• Epiphany

• Father's Day

• Fairies

• Fireworks

• Food

• Forest School

• Goldilocks and the Three Bears

• Halloween

• Holi

• Inventions

• Jack and the Beanstalk

• Kings and Queens

• Life Cycles

• Little Red Riding Hood

• Materials

• Medicine – Doctors and Nurses

• Mexico

• Minibeasts

• Mother's Day

• Music & Sound

• New Year

• Nursery Rhymes

• On the Farm

• Outdoor Area: Picnic / Sand Play / Water Play / Mud Kitchen / Wildlife Investigation Area / Outdoor Mark Making / Outdoor Maths / Sport and PE Games

• Passover

• People Who Help Us

• Pets

• Pirates

• Plants

• Polar

• Ramadan

• Recycling

• Road Safety

• Remembrance Day

• Space

• Spring

• Stay Healthy

• Summer

• Teddy Bears’ Picnic

• Teeth and Oral Health

• The Three Little Pigs

• Toys

• Transport

• Under the Sea

• Wetlands

• Winter

• Zoo

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📝 Planning Resources

📌 Featured EYFS Communication & Language Planning Resources

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💡 Examples of how to support ‘Communication & Language’ learning and development

Extracted from Development Matters; non-statutory curriculum guidance for the early years foundation stage. Includes colour and black and white versions.

Files contain public sector information licensed under the Open Government Licence v3.0.

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🧭 Age-Specific Documents for Supporting ‘Communication & Language’

Babies | Birth - 18 Months

Core Baby Room ‘Communication & Language’ Planning Support

Additional Baby Room Overarching Areas of Learning Support

The following documents include elements of ‘Communication & Language’ which may be helpful tools within your setting’s OAP Cycle.

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Toddlers | 18 - 36 Months

Core Toddler Room ‘Communication & Language’ Planning Support

Additional Toddler Room Overarching Areas of Learning Support

The following documents include elements of ‘Communication & Language’ which may be helpful tools within your setting’s OAP Cycle.

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Preschool | 3 - 4 Years

Core Preschool ‘Communication & Language’ Planning Support

Additional Preschool Overarching Areas of Learning Support

The following documents include elements of ‘Communication & Language’ which may be helpful tools within your setting’s OAP Cycle.

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Reception | 4 - 5 Years

Core Reception ‘Communication & Language’ Planning Support

Additional Reception Overarching Areas of Learning Support

The following documents include elements of ‘Communication & Language’ which may be helpful tools within your setting’s OAP Cycle.

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EYFS | Birth - 5

Core EYFS Birth-5 ‘Communication & Language’ Planning Support

Additional EYFS Birth-5 Overarching Areas of Learning Support

The following documents include elements of ‘Communication & Language’ which may be helpful tools within your setting’s OAP Cycle.

For overarching ‘Area of Learning’ Support such as Curriculum Intent Grids, Development Indicators and Assessment Tools, please visit our ‘Observations & Assessment’ page.

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🏡 ‘Communication & Language’ within Continuous Provision | Age-Specific Ideas & Guidance

• Babies | Birth–18 Months

  Language development in baby rooms is built through warm, responsive interactions, shared attention and emotionally secure relationships. Communication and Language opportunities should be woven throughout everyday care routines, sensory exploration and play.

  • Responsive face-to-face interactions during feeding, nappy changing and care routines

  • Treasure baskets and heuristic play with simple vocabulary modelling

  • Singing familiar nursery rhymes with repetition, rhythm and actions

  • Narrating children’s actions, interests and emotions during play

  • Mirroring sounds, gestures, babble and early attempts at communication

  • Cosy book areas with sturdy books, photographs and familiar images

  • Sensory play experiences encouraging shared attention and joint engagement

  • Quiet communication spaces that reduce overwhelm and support connection

  Related Guidance:

  • Supporting Early Communication (Pre-Verbal & Emerging Speech)

  • Responsive Talk, Narration & Imitation

  • Daily Routines as Learning Opportunities

  • Baby Room Environment Guide & Resourcing Lists

  • Baby Room Continuous Provision Maps

• Toddlers | 18–36 Months

  Toddler Communication and Language provision should support emerging vocabulary, listening, understanding and early conversational skills through meaningful play, repetition and adult interaction.

  • Role-play areas using real objects and familiar everyday language

  • Small world play invitations supporting storytelling and simple narratives

  • Picture prompts, visual supports and communication cards

  • Action songs and musical activities developing listening and attention

  • Adult modelling of simple conversational turn-taking and extending phrases

  • Snack and mealtime conversations encouraging choices and social interaction

  • Open-ended sensory play with descriptive vocabulary

  • Repetitive story baskets and rhyme props to encourage participation

  • Outdoor communication opportunities through movement, transport and exploration play

  Related Guidance:

  • How To Build Language Through Play

  • Language-First Approaches in Toddler Rooms

  • Communication & Language Activity Invitations Pack | Toddlers (18–36 Months)

  • Continuous Provision Setup Guides | Toddler Room

    • Small World

    • Messy / Wet Play

    • Dry Sensory & Loose Parts

    • Construction

    • Role Play / Home Corner

    • Mark Making

    • Book Area / Reading Nook

    • Music & Sound

    • Outdoor

  • Continuous Provision Maps (18–36 Months)

    • C&L

    • PSED

    • PD

    • Maths Seeds

    • Literacy Seeds

    • UW

    • EAD

  • Continuous Provision Audit & Resourcing List

  • Continuous Provision Rotation Planner Toolkit

• Preschool | 3–4 Years

  Preschool Communication and Language provision should encourage children to listen, respond, explain ideas, ask questions and develop increasingly confident conversation and storytelling skills through play-based learning.

  • Storytelling areas with puppets, props and retelling resources

  • Vocabulary-rich role-play linked to children’s interests and themes

  • Collaborative construction and small world play encouraging discussion

  • Investigation areas supporting prediction, questioning and reasoning

  • Circle-time games promoting listening, turn-taking and speaking confidence

  • Mark-making opportunities alongside role-play and imaginative play

  • Open-ended discussion prompts linked to books, objects and photographs

  • Adult modelling of sustained shared thinking and ambitious vocabulary

  • Opportunities for children to talk about experiences, feelings and ideas

  Related Guidance:

  • How We Talk to Children

  • Preschool Skills Progression Ladder: Communication & Language

  • Universal Continuous Provision Packs (Preschool | 3–4 Years)

    • Construction Area

    • Small World Area

    • Role-Play Area

    • Writing / Mark-Making Area

    • Maths Area

    • Creative Area (Art & Making)

    • Investigation / STEM / Discovery Area

    • Book Corner / Reading Den

    • Fine Motor Station

    • Water Area

    • Sand Area

    • Snack Area / Independence Station

    • Outdoor Provision Core Zones

      • Physical play

      • Gross motor skills

      • Nature area

      • Outdoor mark-making

      • Outdoor maths

  • Preschool Environment & Provision Map Audit Pack

  • How Continuous Provision Works in Our Preschool Curriculum

  • Continuous Provision Audit Checklist

  • Continuous Provision FAQs (For Preschool Practitioners)

• Reception | 4–5 Years

  Reception Communication and Language provision should support children to use a widening vocabulary, explain ideas clearly, engage in sustained conversations and apply spoken language confidently across all areas of learning.

  • Language-rich role-play linked to curriculum themes and children’s interests

  • Curiosity stations encouraging prediction, explanation and reasoning

  • Oral storytelling and story retelling opportunities across provision

  • Vocabulary displays linked to continuous provision areas

  • Opportunities for collaborative play, discussion and problem-solving

  • Adult-guided sustained shared thinking within child-initiated play

  • Small world, STEM and creative areas promoting questioning and explanation

  • Oral rehearsal opportunities before writing activities

  • Partner talk and discussion prompts embedded throughout the environment

  Related Guidance:

  • Five Sentence Stems For Reception Practitioners

  • Theme-Based High-Impact Question & Vocabulary Banks

  • Reception Continuous Provision – Structure & Rationale

  • Universal Continuous Provision Pack (Areas listed below)

    • Construction

    • Creative

    • Investigation / Discovery

    • Maths

    • Reading

    • Role Play / Small World

    • Malleable / Sensory

    • Writing

  • Outdoor Continuous Provision (Reception)

  • Adult-Guided Learning in Provision

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❓ Frequently Asked Questions About EYFS Communication & Language

• What is Communication & Language in the EYFS?

  Communication & Language is one of the prime areas of learning within the Early Years Foundation Stage. It includes listening, attention, understanding and speaking, and underpins all other areas of learning and development.

• Why is Communication & Language important in early years?

  Children’s spoken language development supports social interaction, emotional wellbeing, literacy, thinking, learning and self-expression. High-quality Communication & Language support helps children build confidence, vocabulary and understanding.

• How can practitioners support Communication & Language in continuous provision?

  Practitioners can support Communication & Language through responsive interaction, storytelling, role-play, sustained shared thinking, vocabulary modelling and language-rich play opportunities embedded throughout continuous provision.

• What are examples of Communication & Language activities in Reception?

  Examples include storytelling, role-play, oral rehearsal before writing, vocabulary games, collaborative play, questioning opportunities, small world storytelling and adult-guided discussion within continuous provision.

• How does role-play support Communication & Language?

  Role-play encourages children to use vocabulary, retell experiences, negotiate with peers, develop narrative skills and practise conversational language within meaningful play contexts.

• What is sustained shared thinking?

  Sustained shared thinking occurs when adults and children work together in conversation, play or problem-solving to develop ideas, extend thinking and deepen understanding.

• How can adults extend children’s language during play?

  Adults can extend language by commenting on children’s play, introducing new vocabulary, asking open-ended questions, modelling sentences and encouraging children to explain ideas and experiences.

• How can EYFS settings support children with speech and language delays?

  Support may include responsive adult interaction, visual supports, simplified language, repetition, small-group interaction, communication-friendly environments and close partnership with families and outside professionals where appropriate.

• How can continuous provision support Communication & Language?

  Continuous provision creates ongoing opportunities for conversation, storytelling, questioning, imaginative play, collaboration and vocabulary development throughout the learning environment.

• How should settings support children learning English as an Additional Language?

  Children learning EAL benefit from rich interaction, visual support, repetition and opportunities to develop both home language and English within a welcoming, language-rich environment that celebrates multilingualism.

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🧰 Additional ‘Communication & Language’ Tools & Guidance

When considering the support you provide for the learning and development of ‘Communication and Language’ within your setting, you may find resources on the following pages useful.

🌈 EYFS Printable Resources & Guidance for Additional Areas of Learning

Prime Areas of Learning

These areas are particularly important for building foundations in communication, wellbeing and physical development.

• Communication and Language

• Personal, Social and Emotional Development

• Physical Development

Specific Areas of Learning

These areas build on and strengthen the prime areas as children grow and develop.

• Literacy

• Mathematics

• Understanding the World

• Expressive Arts and Design

Additional Curriculum Collections on Little Owls Resources

These collections support learning across multiple EYFS areas and are commonly used alongside the statutory framework.

• STEM

• Science

• History

• Phonics

More ways to search on ‘Little Owls Resources’…

(Select the buttons below to visit our menu pages)

Return to the top ↑

This page contains public sector information licensed under the Open Government Licence v3.0.