EYFS - Communication, Language and Literacy

**angeldelight** · 04-02-2008, 10:44 AM

Some of you have asked me what the EYFS learning goals are and what they mean

The statutory early learning goals (detailed below) establish expectations for most children to reach by the end of the EYFS. They provide the basis for planning throughout the EYFS, so laying secure foundations from birth for future learning.

Educational programme
Children's learning and competence in communicating, speaking and listening, being read to and beginning to read and write must be supported and extended. They must be provided with opportunity and encouragement to use their skills in a range of situations and for a range of purposes, and be supported in developing the confidence and disposition to do so.

Early learning goals

By the end of the EYFS, children should:

Interact with others, negotiating plans and activities and taking turns in conversation.

Enjoy listening to and using spoken and written language, and readily turn to it in their play and learning.

Sustain attentive listening, responding to what they have heard with relevant comments, questions or actions.

Listen with enjoyment, and respond to stories, songs and other music, rhymes and poems and make up their own stories, songs, rhymes and poems.

Extend their vocabulary, exploring the meanings and sounds of new words.
Speak clearly and audibly with confidence and control and show awareness of the listener.

Use language to imagine and recreate roles and experiences.

Use talk to organise, sequence and clarify thinking, ideas, feelings and events.

Hear and say sounds in words in the order in which they occur.

Link sounds to letters, naming and sounding the letters of the alphabet.

Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words.

Explore and experiment with sounds, words and texts.

Retell narratives in the correct sequence, drawing on language patterns of stories.

Read a range of familiar and common words and simple sentences independently.

Know that print carries meaning and, in English, is read from left to right and top to bottom.

Show an understanding of the elements of stories, such as main character, sequence of events and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how.

Attempt writing for different purposes, using features of different forms such as lists, stories and instructions.

Write their own names and other things such as labels and captions, and begin to form simple sentences, sometimes using punctuation.

Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed.