Moving forward - finding your feet

This stage celebrates the uniqueness of being two. It emphasises the importance of the two year checks (The EYFS progress check at age two and the Integrated Health and Early Education Review), early intervention, supporting children with Special Educational Needs and / Disabilities (SEND), and working together with other professionals.

Child playing in sandpit

2 year olds: the uniqueness of being two

“Being two is not easy. At times you feel big and strong. You declare your independence in all kinds of ways; you want to be respected and given space. Other times you feel small and vulnerable. The world looms large and scary.”(A Good Place to be two/ Community Play Things)

As practitioners we need to think about what it is like to be two. We need to go beyond our routines and expectations and consider how to tailor our provision to support children in this unique development stage.

Reflective questions - supporting two year olds

The following web links, based on the EYFS four themes, are useful for self- reflection and will help with developing excellent practice, which is age appropriate, for two year olds on their journey towards school.

A good place to be two is a useful publication from Community Play things

Learning and development

Two year olds often develop schemas. These are patterns of repeated behaviour, which allow children to explore and express developing ideas and thoughts through their play and exploration.

Flying Start has produced a useful summary to inform and guide practice.

Flying Start

The EYFS progress check at age two

‘When a child is aged between two and three, practitioners must review their progress, and provide parents and/or carers with a short written summary of their child’s development in the prime areas.’ The EYFS Statutory Framework 2021 2.4

This is important because it provides an opportunity to further connect with parents to celebrate progress and achievements, and work together to address any difficulties a child may be experiencing. It may be time to access early support from other professionals, which can help to prevent or lessen the impact of challenges faced now or later when starting school.

EYFS progress check at age 2 guidance

Integrated Health and Education Review

Good practice examples

Progress checks at age two

The importance of ‘Early Intervention’ in supporting language and communication

Spoken language increases rapidly during this stage of development. Children develop at different rates and in different ways. Some children experiencing delay may benefit from additional support. This can make a real difference to their well-being and learning. The following resources support children’s speech and language development.

Speech and language therapy for young people 

Some children may benefit from the ‘Let’s Get Talking’ Programme organised by the Public Health Nurses (PHN).

Access your Local Children’s Centre for more information and support.

Health and Well-being

The Healthy Tots website provides a wealth of information about healthy eating, physical activity and emotional health and well-being.

Children with SEND

Practitioners need to have an awareness of children with emerging special needs and make reasonable adjustments to support their care and learning and prepare them from school.

If you are concerned about a child’s well- being, have noticed developmental delay,  or you think they may have some  under lying additional need, talk this through with the child’s parent/ carer. With parental consent, make a referral to the Public Health Nurse (formally Health Visitor). Parents should also be supported and encouraged to voice their concerns, to persist to get help for their child, and to be aware that they can make a GP, or other heath appointment, for wider issues as well as for medical and physical needs.

The Early Years SEN Inclusion Service has information on the SEND Code of Practice and the Graduated Approach.

Helpful documents

EYFS Statutory Framework

  • The standards that school and childcare providers must meet for the learning, development and care of children from birth to 5.

Development Matters

  • Non-statutory curriculum guidance for the early years foundation stage (updated 2021). 

Principles to practice cards   

  • This archived resource still provides useful information and helpful reflective questions to promote good practice
  • A helpful guide to EYFS principles, especially useful for training and refreshing practitioners in good practice

What to expect in the Early Years Foundation Stage: a guide for parents 

  • This booklet  helps parents/carers support their children’s learning and developing during their first five years, in relation to the EYFS.