When we work with children who need further consideration to meet their needs, we may also need to address the environment, routine and expectations of your setting. Use this table to help you to understand reasonable expectations for a child’s chronological age but remember to be mindful that you must also consider a child’s developmental age.
What is developmentally appropriate for two-year-olds? |
What is developmentally appropriate for three-year-olds? |
What is developmentally appropriate for reception age children? |
What could be a reasonable adjustment? |
| Four to six minutes of multi-sensory activities such as book sharing, storytelling using props, action songs. | Six to eight minutes of multi-sensory activities such as book sharing, storytelling using props, action songs. May include up to three minutes of single sensory activity, for example telling a story without props. | Eight to 15 minutes with a mix of multi-sensory and single-sensory activities. This does not include stopping for movement break then going back to whole group. | Sitting with a toy to hold, use of wobble cushion and fidget toy, joining in for part of the session then taking part in an activity one to one with an adult. |
What is developmentally appropriate for two-year-olds? |
What is developmentally appropriate for three-year-olds? |
What is developmentally appropriate for reception-age children? |
What could be a reasonable adjustment? |
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Two to three minutes of a simple turn taking game such as building towers, blowing bubbles, pushing a car back and forth, with adult guidance and modelling social interaction and language. |
Three to five minutes, taking turns within free play with resources available, using social skills and language learned from adult modelling. |
Five to 10 minutes playing fairly and cooperatively with games such as board games, card games and memory games. Outdoor physical games such as ball games and chasing. |
Practising 1:1 with an adult with simple motivating resources, for a reduced time. Use of a timer or visual to indicate when it is their turn. |
What is developmentally appropriate for two-year-olds? |
What is developmentally appropriate for three-year-olds? |
What is developmentally appropriate for reception-age children? |
What could be a reasonable adjustment? |
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A child taking a toy from another child or taking ownership of their own toys. A child offers a toy to someone as though wanting to share, and then withdraws it. |
Children begin to play more collaboratively with some adult scaffolding. They are beginning to wait and not just grab what they want, and to understand what others think and want. For example, they may take a short break in their play to allow another child to have a turn. |
Starting to understand the idea of ownership, for example, what mine is, what yours and what can be shared. Children will require less adult prompting and guidance and be able to use the skills you have modelled independently. |
Create opportunities for a child to practice sharing with an adult, use a timer to support when it is time to share their toy, and offer alternatives if they must wait to have their turn. Adult to model ‘sharing ‘language, such as “Maria is playing with the ball, when she has finished it’s your turn”. |
What is developmentally appropriate for two-year-olds? |
What is developmentally appropriate for three-year-olds? |
What is developmentally appropriate for reception-age children? |
What could be a reasonable adjustment? |
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Children should be able to wait for four to six minutes. |
Children should be able to wait for five to 10 minutes. |
Children should be able to wait for 15 minutes. |
Visuals, timers, fidget or activity bags, peer support, and giving them jobs to do. Reduce expectations, be aware of the child’s developmental age, not chronological age. Consider sensory differences, for example, noise, personal space, smells and offer alternatives. For example, ear defenders, creating space when lining up/being first or last in the line, motivating toys and offering favourite foods at lunch/snack. |
What is developmentally appropriate for two-year-olds? |
What is developmentally appropriate for three-year-olds? |
What is developmentally appropriate for reception-age children? |
What could be a reasonable adjustment? |
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Children will need help, modelling and prompting with:
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Most children will be independent with the following. However, may need prompting and reminding:
Most children will need support with:
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Children are independent in:
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Visuals, ASC: How-to Guides ‘Objects of Reference’, that is a visual routine. Reduce expectations, be aware of the child’s developmental age, not chronological age. Consider sensory differences and offer alternatives, for example:
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What is developmentally appropriate for two-year-olds? |
What is developmentally appropriate for three-year-olds? |
What is developmentally appropriate for reception-age children? |
What could be a reasonable adjustment? |
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Children will need help, modelling and prompting. Many children will not yet be toilet-trained. Research shows it is better for children’s bladder and bowel health to stop using nappies between 18 and 30 months. |
Most children will be independent with toileting. However, may need prompting and reminding. |
Children are independent in toileting. |
Identify an intimate care plan. Provide a suitable area for nappy changing. For support, refer to the ERIC webpage: Potty training: how to start and best age to potty train, and NHS Children's Health webpage: Peeing, pooing and toileting. |
What is developmentally appropriate for two-year-olds? |
What is developmentally appropriate for three-year-olds? |
What is developmentally appropriate for reception age children? |
What could be a reasonable adjustment? |
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Children may put away toys but need prompting and adult modelling, for example where toys are kept. |
Children are familiar with routines, able to follow whole group instructions and know where things belong, thus creating independence. |
Children take responsibility for putting away their own toys and activities before moving onto a different activity. They work collaboratively with their peers and help each other. |
Use back chaining, give a warning, verbal and visual, for example picture symbol, tidy up song, ‘First and Then’ model the concept of “finished”. |
What is developmentally appropriate for two-year-olds? |
What is developmentally appropriate for three-year-olds? |
What is developmentally appropriate for reception-age children? |
What could be a reasonable adjustment? |
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Children require adult support via modelling, prompting and reminding in:
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Children require adult support and reminders in:
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Children are independent in:
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Use a timer to show the expected time, ‘First and Then’, for example, “First” sitting, “Then” eating. Visual timetable. Visuals ASC: How-to Guides ‘Backwards Chaining’ to support independent eating, Peer support/Group size. Consider timings, for example child enters the food hall prior to others/after others. Consider developmental age. Adult supervision/modelling, reduced expectation, for example length of time expected for the child to sit. |
What is developmentally appropriate for two-year-olds? |
What is developmentally appropriate for three-year-olds? |
What is developmentally appropriate for reception-age children? |
What could be a reasonable adjustment? |
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Children will need the rules to be very simple, that is, first, we sit, then we eat. Children will follow simple rules and boundaries within their daily routine. Children will need modelling and reminding of expectations. Children will not understand that their behaviours have consequences and will need this explained in simple terms. |
Children will be able to understand and follow simple rules and boundaries, with some reminders. Some children may understand fairness and that there are consequences. However, they may not understand that it relates to them or choose not to follow them. |
Children are independent, but may need some reminding in:
Children may be able to contribute to class rules. |
Understanding behaviours and interactions, using visuals and social stories, and promoting emotional literacy. |
Time to reflect…
- Have you considered the unique child in relation to your environment and transitions into your environment?
- How do you ensure that your expectations are developmentally appropriate for individual children?
- Do you value all play equally? Play and/or levels of engagement may look different depending on children’s needs or where they are developmentally.
- Do all staff follow agreed strategies, routines, and the setting ethos?
- Are staff happy to self-reflect on their practice? Do you act on any training needs staff reflect that they need?
- Do you provide a calm and safe environment?
