Toddler Curriculum Overview & Rationale | 18-36 Months

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Toddler Curriculum Overview & Rationale

(Toddlers | Ages 18–36 Months)

1. Purpose of the Toddler Phase

The toddler phase (18–36 months) is a period of rapid physical, emotional and cognitive development. Children are developing mobility, independence, language and a strong sense of self, while still requiring high levels of emotional support and co-regulation.

The purpose of the toddler curriculum is to:

• support secure emotional development and attachment

• encourage exploration, movement and curiosity

• develop early communication and language

• nurture independence and self-help skills

• support emerging self-regulation and social understanding

• provide rich, meaningful experiences through play

This curriculum recognises that toddlers learn best through active exploration, repetition and relationships, not through formal teaching.

2. Toddlers as a Distinct Phase

Toddlerhood is not an extension of baby provision, and it is not early Preschool.

It is a distinct phase with its own:

• developmental priorities

• patterns of learning

• adult interaction styles

• understanding of “curriculum”

This curriculum is designed specifically to reflect the unique needs of toddlers.

How Toddler Provision Differs from Baby Provision

In toddler provision:

• children are increasingly mobile and physically confident

• exploration becomes intentional and repeated

• early independence emerges (feeding, dressing, choosing)

• communication develops from single words to short phrases

• emotional expression intensifies and requires support

While care routines remain central, toddlers are increasingly active participants in their environment.

How Toddler Provision Differs from Preschool

In toddler provision:

• play is primarily exploratory rather than imaginative

• learning is driven by schemas and repetition

• adult-led teaching is minimal and informal

• expectations for sustained focus are low

• outcomes are developmental, not skill-based

This curriculum explicitly avoids:

• group teaching sessions

• formal activities

• planned learning objectives for children

• expectation of “school readiness” behaviours

Toddler learning is about experience, not performance.

3. Pedagogical Principles Underpinning the Toddler Curriculum

3.1 Learning Through Exploration and Repetition

Toddlers learn by:

• moving

• touching

• carrying

• filling and emptying

• pushing and pulling

• repeating actions again and again

Repetition is not stagnation — it is how toddlers build understanding.

This curriculum values:

• schematic play

• deep engagement with materials

• freedom to repeat experiences

• time and space for exploration

3.2 Schemas as a Driver of Learning

Schemas — repeated patterns of behaviour such as transporting, enclosing, rotating or trajectory — are a key feature of toddler learning.

This curriculum:

• supports adults to recognise schemas

• plans environments that respond to them

• avoids interrupting schematic play

• uses schemas to guide provision and interaction

Schemas are treated as evidence of thinking, not behaviour to redirect.

3.3 Adult Role: Responsive, Attuned and Supportive

In toddler provision, adults:

• follow the child’s lead

• provide emotional co-regulation

• model simple language

• narrate play and routines

• offer reassurance and boundaries

Adult interaction is:

• warm

• responsive

• flexible

• focused on relationship and trust

Teaching happens through:

• interaction

• modelling

• shared attention

not through instruction.

3.4 Communication and Language at the Core

Language development is a central focus of the toddler curriculum.

This curriculum prioritises:

• naming objects and actions

• modelling short phrases

• responsive turn-taking

• singing and rhyme

• shared books and stories

• language embedded in routines

Children are supported to:

• communicate needs and feelings

• develop vocabulary

• begin combining words

• enjoy interaction and shared attention

Language development is supported across all areas of provision, not as a separate activity.

4. Curriculum Structure in the Toddler Phase

The toddler curriculum is not structured around formal planning or outcomes.

Instead, it is organised through:

• enabling environments

• consistent routines

• responsive interactions

• observation-led decision-making

Shared themes or projects may be used to:

• introduce shared language

• support group experiences

• reflect children’s interests

However, themes are optional and flexible, never prescriptive.

5. Continuous Provision as the Curriculum

For toddlers, the environment is the curriculum.

Continuous provision:

• is available daily

• supports free movement and choice

• offers open-ended resources

• allows children to revisit experiences

Provision focuses on:

• physical exploration

• sensory experiences

• simple cause and effect

• early imaginative play

• real-life experiences

High-quality provision reduces the need for planned activities.

6. Observation, Assessment and Planning in the Toddler Phase

Observation, assessment and planning form a continuous, responsive cycle.

In toddler provision:

• observation focuses on engagement and behaviour

• assessment is informal and developmental

• planning happens through changes to environment and interaction

• evidence is minimal and purposeful

Development Matters is used as guidance to:

• understand typical development

• support early identification of needs

• inform professional judgment

There are no expectations for formal assessment or tracking.

7. Inclusion and SEND in the Toddler Phase

This toddler curriculum is inclusive by design.

SEND support focuses on:

• access to provision

• emotional security

• communication support

• sensory regulation

• responsive interaction

Universal strategies are prioritised before targeted intervention.

Children are supported to:

• participate fully

• communicate in their own way

• develop at their own pace

There is no expectation to “catch up” during toddlerhood.

8. Preparing for Preschool

The toddler curriculum prepares children for Preschool by developing:

• confidence and independence

• emotional security

• curiosity and motivation

• emerging language skills

• physical confidence

• familiarity with routines and environments

Preparation is achieved through:

• secure relationships

• consistent expectations

• gradual increases in independence

• supportive transitions

There is no push towards formal learning.

9. Summary

This toddler curriculum:

• is aligned with the EYFS statutory framework

• reflects current best practice for 18–36-month-olds

• prioritises exploration, schemas and relationships

• supports communication and emotional development

• embeds inclusion and SEND support

• prepares children gently and respectfully for Preschool

The toddler phase is treated as a rich, meaningful stage of development, not a stepping stone to rush through.

Document Updated: January 2026

Recommended next read Selection

Or read our ‘Little Owls Resources’ Curriculum Intent Statement’

Additional Documents | Professional Membership Contents (Toddlers 18-36 months)

Navigate our Curriculum & Pedagogy guidance documents here.

Pedagogical identity:
Relationship-led, sensory-rich toddler practice grounded in schemas, play, and responsive adult interaction.

• 1. Welcome to the Toddler Room (Start Here)

  👉 This section prevents over-planning and aligns practice.

  • Toddler Pedagogy Position Statement – How Toddlers Learn (18–36 Months) [Free Orienting Sample]

  • Toddler Curriculum Overview & Rationale[Free Orienting Sample]

  • How Our Toddler Curriculum Works

  • The Role of Schemas in Toddler Practice

  • Curriculum Intent in Toddler Rooms (What It Means — and What It Doesn’t)

  • FAQs: Toddler Planning & Pedagogy

• 2. Toddler Curriculum & Developmental Progression

  👉 Adult understanding, not child targets.

  • Toddler Curriculum Maps

    • Progression across 6-month bands (18–24 | 24–30 | 30–36 months)

  • Intent → Progression Grids (Practitioner Reference)

  • Area of Learning Progression Maps

• 3. Observation-Led Practice & In-the-Moment Planning

  👉 Observation is the driver of planning.

  • In-the-Moment Planning Prompt Sheets (Toddlers)

  • Weekly Planning Template

  • Toddler Narrative Observation & Analysis Template

  • Focused Observation Templates

    • Communication & Language

    • PSED

    • Physical Development

    • Maths Seeds

    • Characteristics of Effective Learning

    • Behaviour & Emotional Regulation

    • Schema Observation & Analysis

• 4. Continuous Provision in the Toddler Room

  👉 The environment does the teaching.

  Universal Continuous Provision

  • 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 Visual Support Labelling Pack | 18–36 Months

• 5. Outdoor Learning

  👉 Movement, regulation and sensory experience.

  • Outdoor Continuous Provision Pack

    • Outdoor Zone-by-Zone Setup Guide (Gross Motor, Sensory/Nature, Creative/Mark Making, Small World Outside, Water/Mud)

    • Seasonal Adjustments Planner

    • Outdoor Risk–Benefit Assessment Template + examples

    • Nature-Based Learning & Schema Guide

    • Outdoor Mark Making & Literacy Opportunities Sheet

    • Outdoor Maths Seeds Sheet

  • Why We Learn Outdoors in All Weathers (Parent Handout)

• 6. Projects, Themes & Schema-Responsive Contexts

  👉 Projects are optional contexts, not directives.

  • Year-Long Project / Theme Curriculum Map (52 Weeks)

  • How Projects Work in Toddler Rooms (Guidance)

  • Schema Coverage & Support Map

  Project/Theme Planners:

  • 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

• 7. Adult-Focused Invitations & Activity Resources

  👉 Invitations, provocations and shared experiences.

  • Activity Cards Pack

    Supports Child-led learning and responsive provision

  • Area of Learning Progression Maps & Adult Focus Sessions

    (Organised by Age Band: 18–24 months | 24–30 months | 30–36 months)

    Supports intentional teaching, vocabulary development and staff confidence

    • Communication & Language

    • PSED

    • Physical Development

    • Maths Seeds

    • Literacy Seeds

    • Understanding the World – Experience Progression Pack

    • Expressive Arts & Design – Creative Media & Expression Toolkit

• 8. Language, Interaction & Emotional Development

  👉 Interaction is the curriculum.

  • Toddler Room Poster – Five Sentence Stems For Toddler Practitioners

  • Supporting Emotional Regulation Through Language

  • Language-First Approaches in Toddler Rooms

  • Toddler Behaviour & Regulation: A Quick Guide

• 9. Assessment, Statutory Requirements & Leadership

  👉 Proportionate, meaningful assessment.

  • Progress Check at Age 2

    • Report Template

    • Practitioner Guidance

  • OFSTED Questions We’re Ready For

• 10. SEND & Inclusion

  👉 Early identification, gentle support.

  • SEND Inclusion Strategy Pack (18–36 Months)

    • Practical SEND & inclusion strategies for toddlers aged 18–36 months

    • Six quick-reference strategy sheets covering communication, sensory needs, anxiety and behaviour

    • Aligned with the EYFS Framework and the Assess–Plan–Do–Review approach

    • Inclusive, diagnosis-free guidance ready to use in everyday practice

    • Ideal for observations, provision planning, team use and Ofsted evidence

• 11. Transition & Parent Partnership

  👉 Strong partnerships, realistic expectations.

  Transition

  • Toddler → Preschool Transition Pack

  Home–Setting Communication

  • Toddler Room Parent Update & Home Learning Sheet

  • Letter Templates Pack

  Parent Information Pages

  • Why Mark Making Matters (Before Writing)

  • Supporting Speech & Language at Home (0–3 Years)

  • How To Build Language Through Play

  • Why We Learn Outdoors in All Weathers

Additional Whole-Setting Guidance | for Professional Members

Explore our whole-setting guidance below, including overarching curriculum and pedagogy documents, early years schemas and EYFS setting policies.

• Curriculum & Pedagogy

  • Little Owls Resources’ Curriculum Intent Statement

  • EYFS from Birth to 5: Curriculum Coherence & Pedagogical Throughline

  • Whole-Setting Curriculum Map (Birth-5): Curriculum Intent & Progression

  • Pedagogy Guidance Document

  • Speech & Language Development - Setting Statement

  • EYFS Inspection-Facing Summaries

• Early Years Schemas

  Early Years Schemas - Practitioner Toolkit | EYFS Birth-5

  ↪ Schema Cards (definition, behaviours, age-related examples, enabling resources)

  ↪ Schema Observation & Responsive Provision Planning Template

• EYFS Setting Policies

  • EYFS Group Setting Policies Pack

    ↪ x 22 Policy Documents

    ↪ Policy Sign-Off and Confirmation Document

    ↪ EYFS Setting Policy Folder Contents List

  • Childminder Setting Policies Pack

    ↪ x 22 Policy Documents

    ↪ Childminder Assistant or Volunteer Policy Sign-Off and Confirmation Document

    ↪ Childminder Policy Folder Contents List

• EYFS Glossary

  EYFS Glossary

  ↪ Clear, practitioner-friendly explanations of key curriculum and pedagogy terms used throughout our guidance.

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Content within the EYFS Curriculum & Pedagogy Membership is provided as professional guidance and support. It reflects current understanding of the EYFS statutory framework, Development Matters and inspection expectations at the time of writing. Practitioners are responsible for applying professional judgement and ensuring practice aligns with current statutory requirements and their specific context. All resources, experiences and environment arrangements must be risk assessed by the setting and used in accordance with individual children’s developmental stages, needs and supervision requirements.

Safeguarding content does not replace a setting’s safeguarding and child protection policy or the statutory role of the Designated Safeguarding Lead (DSL). All concerns must be managed in line with current statutory guidance and local safeguarding procedures.

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