Notice and Recognise

Progress examples to help you notice & recognise a child’s progress.

Use the phases of progress (outlined below) to help you notice and recognise a child’s progress.

Children are tuned into developing relationships with familiar people. They are becoming self-aware and can recognise their own name and image. They strive to connect with others in multiple ways, such as looking, smiling, vocalising and engaging in different behaviours.
Children are curious about and able to explore the environment to connect with others, especially when they have someone familiar who offers security and support. Children are developing their sense of wonder and play including their interest in materials and people.
Children engage in reciprocal relationships and interactions with familiar people. Children are attuned to feelings within the environment and notice when others are upset.

Children are tuned into developing relationships with familiar and new people. They are aware of themselves and others, including adults and playmates. Children begin to communicate about themselves and their whānau. Children try out strategies to initiate social interacions.
Children can engage in familiar, novel and increasingly complex social activities, especially when they have encouragement and specific feedback. Children may start to show preferences for playmates, play materials and play activities.
Children engage in reciprocal relationships and interactions with others and try out different ways to support others. Children are attuned to the feelings of others, notice when someone is upset and try to find ways to help.

Children are tuned into developing relationships with others. They explore the relationships they have with caregivers, other adults, playmates and friends. Children are increasingly able to communicate about themselves, their whānau and whakapapa. Children explore different ways to initiate and engage in social interactions.
Children engage in familiar, novel and complex social activities, extend relationships and make friends, especially when they have encouragement and feedback. Children may have preferences but are able to play with and alongside most adults and peers and show interest in a range of play materials and activities.
Children engage in reciprocal relationships and interactions with others and their support for others is increasingly visible. Children are attuned to feelings and conflicts within the group. With support, children can care for others and explore strategies to solve social conflict.

Children are tuned into developing relationships with others and communicate about the relationships they have with caregivers, other adults, playmates and friends. Children know their whakapapa and can describe the people and places that are important in their lives. They use a range of strategies to initiate, engage in, and sustain social interactions.
Children engage in familiar, novel and complex social activities, strengthen relationships and sustain friendships. Children can spend time with a broad range of people and can adjust their interactions in different situations. Children engage in a range of play activities over sustained periods and return to past play sequences. Children communicate their play preferences respectfully.
Children engage in reciprocal relationships and interactions with others and are supportive of others. Children are attuned to feelings of individuals and the group dynamics. Children advocate and care for others when they are upset or when something is unfair. Children use increasingly complex social problem-solving strategies, including preventing or solving social conflicts.