Blue Group: Turning One

Babies can start in blue group as early as 3-months and our nurturing carers will support them in their journey from wriggling to walking – helping them to expand their little worlds!

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Blue Group Daily Routine:

Development and Learning Objectives for Blue Group Babies:

Language, Literacy and Creative Expression

Maths and Scientific Reasoning

Physical, Social and Emotional well-being

  Language, Literacy and Creative Expression

Engages in music, art and dramatic play

1a. Shows interest in music, singing and dramatic play

1b. Begins to explore art materials

Receptive & Expressive vocabulary development

2a. Gurgles and coos

2b. Looks towards person speaking to them, uses pointing and other gestures to convey meaning

2c. Babbles word-like sounds

2d. Uses simple words “mama”, “hi”, ” bye-bye”

2e. Recognises own name


Coherent expression of personal ideas, thoughts, feelings

3a. Claps in excitement, shakes head to communicate “no” or refusal

3b. Nods heads “yes”, blows kisses and gives high fives

3c. Uses gestures, sounds, words and other actions to convey comprehension (when spoken to) and meaning (when responding)



Response to text

4a. Engages with books, points to pictures and turns pages.



Phonological Awareness

5a. Responds to familiar focal / repeat words or sounds, e.g. “peek-a-boo” = puts hands over eyes, “baa-baa” = points to ball)



  Maths and Scientific Reasoning

Verbal and object counting

10a. Imitates teacher counting 1, 2, 3 on fingers.

Relative Magnitude and Measurement

12a. Understands the difference between big/large and small/little.

Shape recognition and manipulation

13a. Matches shapes into slots (e.g. using shape bucket or shape peg puzzle)

Hypothesis formation

17a. Explores with intention: observes, touches, and reacts to objects and happenings around him/her

  pHysical and social emotional wellbeing

Self regulation

18a. Cries or fusses to express immediate needs.

18b. Says “no” or shakes head when doesn’t want something

18c. Plays alongside peers (parallel play)

Response to expectations

19a. Adapts to / functions within the parameters of the classroom’s daily routine.

19b. Listens to and follows reasonable, basic direct requests from teacher

Positive sense of self

20a. Able to transition calmly between trusted caregivers (does not exhibit excessive seperation anxiety after a reasonable period).

19b. Listens to and follows reasonable, basic direct requests from teacher

Persistence in the face of challenges

21a. Displays willingness to attempt new tasks with support/prompting (doesn’t always return to the same toy/game)

Gross motor coordination

22a. Neck control is established

22b. Able to roll from lying on back to side and back

22c. Starts weight bearing on arms and kicks legs while on their tummy

22d. Able to sit with back support

22e. Starts to use both legs and arms to propel forward

22f. Start to pull themselves up against furniture, stands

22g. Able to sit safely in an appropriately-sized chair without tipping over / sliding off.

22h. Able to take a few steps with support from an adult or by cruising along holding onto the edge of something.

22i. Able to take steps independently, but with imperfect co-ordination

22j. Able to walk more than 10m with confidence.

22k. Able to move a motionless ball forward by nudging it with their foot or pushing it with their hand.

Fine motor coordination

23a. Squeezes sponge or hand or other soft object when touched to palm (palmer reflex).

22b.Uses index finger to point at objects and toys

23c. Pincer grip evident (picks up finger to thumb).

23d. Claps hands.

23e. Plays with toys at midline, and transfers from hand to hand

23f. Effectively manipulates sand and play dough.

23g. Slides a ring onto a tube.

23h. Crosses the midline by touching each hand to the opposing knee.

23i. Stacks blocks or other items to form 2-3 levels structures.