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Early Years Goals

Early Years Goals

Once upon a time, in a magical land called Early Years, children from the ages of 0 to 5 went on an exciting journey of discovery and learning. This land was filled with colourful forests, bouncy castles, and playful creatures that helped children grow, learn, and have fun every day. But the path they walked wasn’t random — it was carefully designed by the wise EYFS Wizards, who made sure every child could enjoy the adventure in a safe and supportive way! 

Let’s meet the magical map that guided the children on their journey — the EYFS Statutory Guidance ,It’s like a treasure map for the best way to grow, learn, and play! 

Early Years Goals and Montessori Practices

We believe at our Montessori school we go the extra mile working with you and your child to achieve more than the standard early learning goals.

This developmental progress is documented in the child’s Record of Achievement. It is important to note that children’s progress is recorded from the moment the child enters a setting, be it at the age of six, twelve or twenty-four months. All recorded routines, activities and games contribute towards the child’s holistic development.

The following tables should serve as a guide and an overview of activities which might help children develop and contribute towards the achievement of the early learning goals at the end of the reception year in Montessori settings.

Communication and Language. Personal, Social and Emotional Development. Physical Development. Literacy. Mathematics. Understanding the World. Expressive Arts and Design. 

The 4 Magical Principles of EYFS

There are four enchanted rules that all the people in the magical land (like teachers, parents, and carers) must follow to make sure the adventure is the best it can be: 

1. A Unique Child:

Every child is special! They each have their own way of learning, and making sure that everyone is given what they need to shine. No two children are the same, and that’s what makes them magical!

2. Positive Relationships:

Just like any great adventure, children need friends and companions along the way. That’s why it’s important that children form strong, trusting relationships with their guides (teachers and carers) and with their fellow adventurers (other children). Together, they support and encourage one another!

3. Enabling Environments

In this land, children need a space where they can explore, play, and discover new things. Whether it’s a garden full of flowers, a sandbox, or a reading corner, the environment helps children stretch their imaginations and learn in fun ways.

4. Learning and Development:

Every child is on a personal journey of discovery. This map helps everyone follow the right paths and explore the seven key areas that make up the wonderful world of learning. And guess what? Every step they take brings them closer to their treasure — being ready for the big world ahead!

What to expect from Eilmar Montessori

Hands-On Learning

Practical Skills

Creative Exploration

Mutual Respect

Personal Development

Supportive Guidance

The 7 Enchanted Areas of Learning

They created 7 magical areas that children focus on throughout their adventure. These areas help children grow in different ways, like building their brain, their body, and their social skills. They are:

1. Communication and Language

Children are taught to use their voices to talk, listen, and understand the magical words all around them. They learn how to tell stories, ask questions, and listen carefully to the world!

2. Physical Development

In this land, every child gets the chance to stretch their muscles, painting with their fingers. They develop the skills to be strong and healthy — like little superheroes in training!

3. Personal, Social, and Emotional Development (PSED)

Every child learns how to be kind, share, and understand their own feelings. They discover how to be friends, be brave, and take care of themselves and others. Emotions are part of the adventure, and learning how to manage them is one of the biggest treasures!

4. Literacy

In the land of EYFS, stories come to life! Children learn to read and write, starting with their favourite stories and songs. They begin to understand how letters make words and how those words can paint pictures in their minds.

5. Mathematics

Numbers are like magic spells! Children explore counting, measuring, and understanding shapes. They solve problems like little detectives, figuring out how many cupcakes are left or how tall a tower of blocks is. They discover the world through numbers!

6. Understanding the World

Children become explorers! They learn about the world around them — from the changing seasons to different people, places, and even simple science experiments. They learn about nature, animals, and how things work, becoming little scientists and adventurers.

7. Expressive Arts and Design

This is where the magic of creativity happens! Children get to paint, draw, sing, dance, and build things with their hands. They express themselves through all kinds of art, showing their imagination and dreams in colourful ways.

Fun and Play are the Key to the Adventure!

The most important thing to remember in this magical land is that play is the real magic. Through play, children learn, grow, and develop all the skills they need. Whether it’s pretending to be a doctor, building a castle, or counting frogs, play is where children’s learning adventures come alive.

The EYFS Statutory Guidance 2024 is the magical map that helps children grow and learn in a fun, safe, and nurturing way. It’s about helping children explore, understand their world, and become confident little learners. And, just like any good adventure, it’s about discovering new things, having fun, and preparing for the next exciting chapter of life.

Personal, Social and Emotional Development

 
Early learning goals as identified in statutory guidance Examples of Montessori practice
Children should: Children:
  • Continue to be interested, excited and motivated to learn.
  • Are helped to settle into the routines.
  • Undertake accessible activities.
  • Are encouraged to make choices.
  • Are given an explanation of ‘how the room or classroom works’.
  • Are confident to try new activities, initiate ideas and speak in a familiar group.
  • Select activities spontaneously.
  • Are curious about new activities being undertaken by older peers and being introduced by teachers and are ready to try them.
  • Contribute to discussions with teachers and other children around the nature table or in the book corner when sharing activities with the group.

Communication And Language

 
Early learning goals as identified in statutory guidance Examples of Montessori practice
Children should: Children:
  • Continue to be interested, excited and
  • motivated to learn.
  • Are helped to settle into the routines.
  • Undertake accessible activities.
  • Are encouraged to make choices.
  • Are given an explanation of ‘how the room or classroom works’.
  • Are confident to try new activities, initiate ideas and speak in a familiar group.
  • Select activities spontaneously.
  • Are curious about new activities being undertaken by older peers and being introduced by teachers and are ready to try them.
  • Contribute to discussions with teachers and other children around the nature table or in the book corner when sharing activities with the group.

Reasoning And Numeracy

 
Early learning goals as identified in statutory guidance Examples of Montessori practice
Children should: Children:
  • Say and use number names in order in a familiar context.
  • Join in rhymes, use counting books and count, for example, the number of children present, days of the week, spoons of ingredients when cooking.
  • Count reliably up to ten everyday objects.
  • Count number rods, pegs, spindles, counters and other objects in the environment.
  • Use language such as ‘greater’, ‘smaller’, ‘heavier’, or ‘lighter’ to compare quantities.
  • Use all sensorial activities, especially the geometric solid, the geometric cabinet and the binomial and trinomial cubes.

Mathematics

 
Early learning goals as identified in statutory guidance Examples of Montessori practice
Children should: Children:
  • Say and use number names in order in a familiar context.
  • Join in rhymes, use counting books and count, for example, the number of children present, days of the week, spoons of ingredients when cooking.
  • Recognise numerals 1 to 9.
  • Use sandpaper numerals and a spindle box, number cards, the birthday display and calendar.
  • Find one more or one less than a number from one to ten.
  • Use a number line, short bead stairs and the addition and subtraction strip board to count and explore numbers.

Understanding the World

Early learning goals as identified in statutory guidanceExamples of Montessori practice
Children should:Children:

  • Investigate objects and materials by using all of their senses as appropriate.

  • Participate in project work.
  • Investigate the nature table displays, gardening and plant activities.

  • Find out about, and identify, some features of living things, objects and events they observe.

  • Participate in project work.
  • Have discussions in relation to activities available in the cultural area.

  • Look closely at similarities, differences, patterns and change.

  • Observe nature.
  • Find out about life cycles and the needs of plants and people.
  • Learn about the consequences of science activities.

  • Ask questions about why things happen and how things work.

  • Have opportunities for asking questions which relate to displays on the nature table and to individual and group work with activities presented within projects.

Physical development

Early learning goals as identified in statutory guidanceExamples of Montessori practice
Children should:Children:

  • Move with confidence, imagination and in safety.

  • Participate in music and movement.
  • Use outdoor equipment in the garden or regularly visit the playground.

  • Move with control and coordination.

  • Do yoga or play ‘Who’s Afraid of Mr Wolf’. Participate in the circle game.
  • Use bicycles, tunnels and obstacle courses.
  • Use the snack and art areas.

  • Travel around, under, over and through balancing and climbing equipment.

  • Use bicycles and the tunnel for climbing and crawling.
  • Dance.
  • Play walk-on-the-line games.
  • Use the climbing apparatus and balance beams.

  • Handle tools, objects, construction and malleable materials safely and with increasing control.

  • Use the Practical life materials.
  • Use the art and craft area.
  • Use carpentry sets and other materials.

  • Use a range of small and large equipment.

  • Use the Practical life and outdoor areas to do gardening, carpentry, art activities and cooking.

Expressive arts and design 

Early learning goals as identified in statutory guidanceExamples of Montessori practice
Children should:Children:

  • Respond in a variety of ways to what they see, hear, smell, touch and feel.

  • Have opportunities to make stories, draw, paint, sing songs and dance.

  • Explore colour, texture, shape, form and space in two and three dimensions.

  • Explore sensorial activities.
  • Participate in a range of art and craft activities.
  • Play with blocks.
  • Do spontaneous and planned activities.

  • Recognise and explore how sounds can be changed, sing simple songs from memory, recognise repeated sounds and sound patterns and match movement to music.

  • Participate in organised and spontaneous singing.
  • Participate in music and movement sessions.
  • Play music games.

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