Toddler Pedagogy Position Statement | 18-36 Months

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Toddler Pedagogy Position Statement

How Toddlers Learn (18–36 Months)

Purpose of This Statement

This document sets out the pedagogical principles that underpin our approach to working with toddlers aged 18–36 months.

It explains:

• how toddlers learn best

• the role of adults in toddler rooms

• how curriculum intent is understood at this age

• how our approach aligns with the EYFS statutory framework

This statement supports consistent, confident practice and provides clarity for practitioners, leaders and inspectors.

Our Core Belief About Toddlers

Toddlers are active, sensory learners who make sense of the world through:

• movement

• repetition

• exploration

• strong emotional relationships

Learning at this stage is not linear and cannot be rushed.

Progress is seen through:

• growing confidence and independence

• increasing communication (verbal and non-verbal)

• longer periods of engagement

• emotional regulation and co-regulation

How Toddlers Learn Best

Toddlers learn best when they experience:

• secure, responsive relationships

• predictable routines

• rich sensory environments

• freedom to repeat actions

• time to explore without interruption

Play at this stage is often:

• repetitive

• physical

• schematic

• non-verbal

This is deep learning, not aimless activity.

The Role of Schemas in Toddler Learning

Schemas are patterns of repeated behaviour through which toddlers explore ideas.

Common toddler schemas include:

• transporting

• enveloping

• rotation

• trajectory

• connection

• positioning

In our toddler practice:

• schemas are noticed, valued and supported

• environments are adapted to meet schematic needs

• planning responds to schemas rather than replacing them

Schemas are viewed as a driver of development, not something to move children on from.

Curriculum Intent in Toddler Rooms

In toddler settings, curriculum intent is about adult understanding and environmental design, not expected outcomes for children.

Our curriculum intent:

• guides the resources we provide

• informs adult interactions

• supports progression awareness

It does not:

• create targets for children

• dictate daily activities

• override child-led exploration

Planning is always flexible and responsive.

The Role of Adults in Toddler Rooms

Adults working with toddlers:

• prioritise emotional security and attachment

• act as co-regulators for feelings and behaviour

• observe before intervening

• model language through narration and repetition

• follow children’s lead in play

Adult-led experiences are:

• brief

• optional

• playful

• responsive to children’s interest

There is no expectation of formal group teaching at this stage.

Language Development in Toddlerhood

Language is developed through:

• shared attention

• naming experiences

• repetition

• songs, rhymes and stories

• everyday routines

Adults:

• narrate actions

• repeat key words

• respond to gestures and sounds

• accept all forms of communication

Language is modelled, not tested.

Observation, Assessment and Planning

Observation in toddler rooms is:

• narrative

• ongoing

• focused on engagement and wellbeing

Assessment is used to:

• understand children’s interests and needs

• support next interactions

• inform environment adaptations

It is not used to:

• judge attainment

• compare children

• evidence curriculum coverage

Planning flows from observation and reflection.

Inclusion and SEND in Toddler Practice

Our approach:

• assumes competence in every child

• prioritises communication and regulation

• adapts environments before expecting children to adapt

• works closely with families

Early support is:

• gentle

• relational

• preventative

Labels are never prioritised over understanding the child.

How Toddler Practice Leads Into Preschool

High-quality toddler practice builds the foundations for Preschool by supporting:

• independence

• curiosity

• sustained engagement

• communication

• emotional security

Children move into Preschool with:

• confidence in exploring

• trust in adults

• a sense of belonging

This transition is developmental, not academic.

Summary

In our toddler rooms:

• relationships come first

• play is the curriculum

• repetition is learning

• adults follow, support and extend

• environments do the heavy lifting

This approach reflects:

• the EYFS statutory framework

• Development Matters guidance

• current best practice in early childhood education

It ensures toddlers are respected as capable learners, supported at the right pace, and given the strongest possible foundations for future learning.

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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