Targets for Children Aged 3-5

Targets for children aged 3-5

NBafter you have transferred the short-term target to your form, double click on the … (ellipsis) at the beginning and type the name of the child concerned

'n' represents a number (which you specify in your target)

x% represents a percentage (which, again, you specify in your target)

SubjectPage

Emotional, personal and social development1

Communication and language (expressive)3

Communication and language (listening and responding)4

Knowledge and understanding of the world5

Expressive and aesthetic development7

Physical development and movement (fine motor)9

Physical development and movement (large motor)11

Emotional, personal and social development
Long / To develop confidence, self esteem and a sense of security
Short / … will respond to a reward
… will demonstrate familiarity with daily routine
… will participate as a helper within daily routines
… will make requests of others
… will ask for help
… will join in and contribute to small group situations (at child's own level)
… will follow rules
Long / To develop independence in toilet routine
Short / … will tolerate sitting on the potty/toilet
… will go willingly to the toilet
… will go to the toilet without assistance
Long / To develop independence in dressing routines
Short / … will co-operate in dressing routines
… will participate in dressing routines
… will take off some items of clothing (you may want to specify)
… will put on some items of clothing
… will cope with fastenings
Long / To develop independence in hygiene routines
Short / … will wash hands/face with physical/verbal prompt
… will wash hands/face independently
… will brush teeth with assistance
… will brush teeth independently
… will wipe nose on request
… will wipe own chin (for children who dribble)
Long / To develop independence in feeding routines
Short / … will hold own bottle and feed
… will drink from lidded cup
… will drink from a 2 handled cup without lid
… will drink from an ordinary cup
… will drink from a straw
… will accept strained food from a spoon
… will accept mashed food from a spoon
… will feed self with fingers
… will take a loaded spoon to his/her mouth
… will use a spoon or fork independently
Long / To develop independence in everyday nursery routines
Notes / Specific routines will be identified at planning meeting eg will access snack independently; will prepare for painting activities independently
Short / … will follow a visual timetable
Long / To form positive relationships with adults and other children
Short / … will greet familiar adults/children
… will use the names of playmates
… will make appropriate approaches to other children
Long / To play co-operatively with other children
Short / … will participate in simple interactive games with adult (eg tickle games, peek - bo etc)
… will share attention with adult in play with a range of toys
… will play alongside another child
… will take turns in play with adult
… will take turns with one other child
… will take turns as part of a small group
… will take turns as part of a larger group
… will share in a play situation
Communicaton and language (expressive)
Note /

The term 'expressive language' refers to spoken, sign or symbol communication

Long / To develop expressive language at the pre verbal stage
Short / … will engage and maintain eye contact
… will imitate actions
… will vocalise to gain attention
… will babble with a range of sounds
… will imitate sounds in play
… will share attention in play
… will point or use gesture to communicate
Long / To develop expressive language at the single word level
Short / … will label familiar objects
… will name familiar people
… will name common objects in a variety of everyday situations
… will use action words
… will use social words
… will fill in missing word in familiar rhymes or songs
… will use yes or no appropriately
Long / To develop expressive language at the two/three word level
Note / Set smart targets relevant to the child's existing vocabulary and experiences
Short / … will use existing single words to make two word phrases in making requests - eg want juice, Dolly's shoes, baby eat
… will use existing vocabulary to make three word phrases in a range of situations - eg Teddy want juice, Dolly's shoes off, baby eat dinner
Long / To further develop expressive language
Short / … will give commands in play
… will talk on toy telephone
… will talk about a picture
… will comment on play routines
… will sing a song or repeat a rhyme
… will answer simple questions
… will deliver a simple message to a named person
… will include descriptive words in everyday conversation
… will describe use of objects
… will share item of news with the group
Communication and language (listening and responding)
Long / To develop awareness of sounds
Short / … will attend to adult's voice
… will attend to a noise making toy
… will look in direction of a sound
Long / To develop attention skills
Short / … will smile and vocalise in response to attention from an adult
… will smile and vocalise to mirror image
… will respond to rhymes and songs
… will respond to everyday sounds
… will respond to his/her name
… will respond to No
… will share looking at a picture book with adult
… will listen to a simple story in a 1 - 1 situation
… will listen and fill in the last word of a familiar rhyme or song
… will listen to a simple story as part of a small group
Long / To pay attention to information and instructions from an adult
Short / … will demonstrate recognition of people's names
… will give me or show me on request
… will demonstrate understanding of action words
… will respond to simple questions
… will respond to simple instructions
Knowledge and understanding of the world
Notes / Children at a developmentally younger stage use looking, touching, handling, mouthing, smelling and tasting to explore objects they come into contact with. These actions provide valuable information about the world
The different senses are listed under separate long term target headings but of course in practice play is usually a multi-sensory experience. Sensory play is often also the context for other learning eg language or fine motor
Long / To develop visual awareness
Short / … will attend to adult's face
… will look at visually stimulating objects
… will track a visually stimulating object
… will respond to peek boo type games
Long / To develop visual perception
Short / … will look for an object moved out of line of vision
… will look for an object that is partially hidden
… will look for a hidden object
… will matches like objects
… will match object to picture
… will match picture to picture
… will match colours
… will sort like objects
… will match/post shapes
… will point to named detail in pictures
… will complete piece inset board (you wish to specify number of pieces)
… will complete a non interlocking jigsaw (you may wish to specify number of pieces)
… will complete an interlocking jigsaw (you may wish to specify number of pieces)
Long / To develop auditory awareness
Short / … will attend to adult's voice
… will attend to a noise making toy
… will look in direction of a sound
Long / To develop auditory perception
Short / … will look for and locate a hidden sound making toy
… will fill in in the last word in songs/rhymes
… will demonstrate recognition of everyday sounds in the environment
… will retain information from instructions given
… will match sounds
… will match sounds to objects/pictures
Long / To develop awareness through touch
Short / … will tolerate touching different textures (for children who are defensive of this)
… will actively explore textures in play
… will identify objects as hard…soft
… will identify objects as rough…smooth
… will identify hot…cold
Long / To develop awareness and interests in taste
Short / … will accept different tastes/textures of food
… will explore different tastes/textures
Long / To develop awareness of smells
Short / … will explore and respond to different smells
Long / To demonstrate understanding of the world through play
Short / … will demonstrate understanding of cause and effect through play
… will imitate use of everyday objects
… will use real everyday objects appropriately in play
… will use representational objects in a pretend way
… will demonstrate understanding of everyday routines through play sequences
… will demonstrate understanding of relations between objects
Long / To develop concept of size
Short / … will match like objects of same size
… will sort objects according to size
… will identify the big or small object
… will place stacking rings on spike in order
Long / To develop concept of colour
Short / … will match colours
… will select named colour
… will name colours
Long / To develop concept of shape
Short / … will play at putting objects into others
… will completes 3 piece - circle, square, triangle - form board
… will post shapes into simple posting box
… will match shapes in different play situations
… will identify named basic shapes in play
… will name basic shapes in play
Long / To demonstrate understanding of position words
Short / … will experience 'in' 'on' and 'under' in play
… will place objects 'in' 'on' and 'under' on request
Expressive and aesthetic development
Long / To engage in and enjoy pretend play
Short / … will imitate use of everyday objects
… will use real everyday objects appropriately in play
… will use representational objects in a pretend way
… will respond to puppet play with adult
… will participate in acting out everyday routines in play with an adult
… will participate in acting out everyday routines in play with one other child
Long / To enjoy and participate in singing and musical activities
Short / … will imitate actions to familiar songs
… will participate in actions to familiar songs
… will participate with musical instruments
… will join in with some words of familiar songs
… will sing a familiar song/rhyme
… will explore the sound making potential of everyday objects/musical instruments
Long / To participate in singing and dancing games
Short / … will imitate gestures/movements
… will participate in named circle game with adult
… will participate in named circle game with small group
Long / To develop early 3-dimensional awareness and representation
Short / … will handle, feel and manipulate a variety of objects
… will heap objects and demolish structures
… will mix and stir flour and water (angel delight etc)
… will manipulate clay or dough
… will tear and scrunch paper
… will stack, roll, line up objects
Long / To develop interest and early skills in painting
Note /

See also sensory activities in Knowledge and understanding of the world

Short / … will explore texture using all his/her senses
… will show interest in colour and light his/her environment
… will use hands and fingers to manipulate paint on surface
… will use paint to make intentional marks
… will use a brush on different surfaces
… will enjoy mixing colours of paint
Long / To develop interest and early skills in drawing
Short / … will hold crayon in fist and make marks
… will imitate a scribble
… will scribble without going off the page
… will make a circular scribble
… will hold a writing implement with fingers (unrefined) with hand not fisted
… will imitate vertical and horizontal lines
… will draw vertical and horizontal lines
… will imitate a circle
… will draw a circle
… will imitate a cross
… will draw a cross
… will complete face by drawing features
… will hold writing implement in tripod grip
… will draw simple outline figures
Physical development and movement (fine motor)
Long / To develop and refine grasp
Short / … will be aware of hands in play
… will reach for an object
… will grasp and object
… will reach for and grasp an object
… will transfer an object from one hand to another
… will pick up and drop an object on purpose
… will squeeze toys/materials
… will use pincer grasp to pick up small objects
Long / To use hands purposefully in play
Short / … will be aware of hands in play
… will bang objects together
… will pull objects apart
… will use knobs, dials etc on toys
… will turn pages in a book
… will thread large/small beads
… will place rings on peg
… will build a tower of blocks (you may wish to specify number)
… will place large/small pegs into a board
… will screw/unscrew play materials
… will take apart construction toys
… will assemble construction toys
… will pour from containers
Long / To develop pencil skills
Short / … will hold crayon in fist and make marks
… will imitate a scribble
… will scribble without going off the page
… will make a circular scribble
… will hold a writing implement with fingers (unrefined) with hand not fisted
… will imitate vertical and horizontal lines
… will draw vertical and horizontal lines
… will imitate a circle
… will draw a circle
… will imitate a cross
… will draw a cross
… will complete face by drawing features
… will hold writing implement in tripod grip
… will draw simple outline figures
Long / To cut with scissors
Short / … will use spring scissors
… will open and close scissors
… will snip with ordinary scissors when adult is holding the paper
… will hold paper and cut
Physical development and movement (large motor)
Notes / Most children who require individual learning targets would be seen by a physiotherapist who would be involved in the programme planning and help with specific wording of targets
These would concern the development of basic large motor skills eg head control, sitting balance, standing and walking. The examples given are therefore for children who have no specific physical impairment or significant developmental delay in this area
They may, however, display poor motor planning, coordination difficulties or as part of an overall delay be somewhat slower in this area of development than their peers
Long / To explore negotiating obstacles with increased confidence
To improve balance
Short / … will avoid obstacles in own path
… will climb on large play equipment
… will climb off large play equipment
… will step off a low step
… will jump off a low step
… will step over a low obstacle
… will jump on the spot with both feet
… will walk along a line drawn on the floor
… will walk along a low bench
Long / To develop basic skills in ball play
Short / … will roll ball to adult
… will throw ball to adult
… will kick ball
… will catch bounced ball with arms and body
… will catch thrown ball with arms and body
Long / To pedal a tricycle
Short / … will paddle wheeled toy or tricycle
… will pedal trike
Long / To climb up and down stairs independently and with confidence
Short / … will walk up stairs with one hand held
… will walk down stairs with one hand held
… will walk alone upstairs holding rail
… will walk alone down stairs holding rail
… will walk up stairs alternating feet
… will walk down stairs alternating feet
… will walk up stairs independently
… will walk up stairs independently