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Learning and Development

Children learn through play, conversation, repetition, movement, relationships and everyday experiences.

Development does not happen in a straight line. A child may progress quickly in one area and need more time or support in another.

This UK guide explains the main areas of learning and development, how parents can support progress at home and when to speak to nursery, school or health professionals.

How to Use This Guide

This page summarises general learning ideas and links to official UK information. It is not a developmental, educational, hearing, vision or mental health assessment and cannot diagnose or exclude a learning difference or disability.

Contact the child’s nursery, school, health visitor, GP, school nurse or another relevant professional whenever progress, loss of skills or access to learning concerns you.

Additional Trusted UK Development Links

Official UK Development Guidance

Use the NHS baby and child development guidance for information about reviews, play, learning and behaviour.

For children in early-years education, families in England can also read the GOV.UK Early Years Foundation Stage information. Early-years frameworks differ in Wales, Scotland and Northern Ireland.

The Main Areas of Development

Children’s development is often considered across several connected areas:

Communication and language
Physical development
Personal, social and emotional development
Literacy
Mathematics
Understanding the world
Creative development

Names and frameworks differ across England, Wales, Scotland and Northern Ireland, but these broad areas are relevant across the UK.

Every Child Develops Differently

Development and learning vary between children and across different areas. Factors can include age, prematurity, health, hearing, vision, language exposure, opportunities, environment and additional needs.

This does not mean that every difference should simply be watched indefinitely. Parents can raise a concern at any time and do not need to wait for a routine review or school assessment.

Use Milestones as General Information

Milestones describe skills many children develop within broad age ranges. They are not strict deadlines, a school-entry test or a diagnostic tool.

Look at the child’s overall pattern and whether skills are progressing, becoming easier or being lost. Use NHS guidance and discuss concerns with a health visitor, GP, nursery, school or other relevant professional.

Communication and Language

Communication includes:

Understanding language
Using words and sentences
Listening
Taking turns in conversation
Using gestures
Expressing needs and feelings

Talk During Everyday Life

Useful opportunities include:

Talking while getting dressed
Naming objects while shopping
Describing what you see on walks
Discussing food at mealtimes
Explaining simple routines

Give Children Time to Respond

After asking a question or making a comment, pause.

Children may need extra time to understand, think and reply.

Expand What the Child Says

If the child says “big dog”, an adult might respond:

“Yes, that is a big brown dog.”

This adds language without correcting harshly.

Reading

Reading supports:

Vocabulary
Understanding
Imagination
General knowledge
Listening
Emotional development

Read Regularly

Reading can include:

Picture books
Stories
Comics
Magazines
Information books
Recipes
Signs and labels

Make Reading Interactive

Try:

Talking about pictures
Predicting what happens next
Explaining unfamiliar words
Letting the child retell the story
Taking turns reading

Phonics

Phonics teaches children how letters and groups of letters connect to sounds.

Schools may use different phonics programmes.

Ask the school how sounds are taught so home support matches the classroom approach.

Writing

Writing development begins with:

Drawing
Mark-making
Hand strength
Vocabulary
Storytelling
Recognising letters

Support Writing Naturally

Children can practise through:

Shopping lists
Cards
Labels
Notes
Stories
Menus

Handwriting

Support handwriting with:

Comfortable seating
Short practice
Chunky pencils where needed
Drawing and colouring
Play dough
Threading and construction play

Mathematics

Early maths includes much more than written sums.

Children learn through:

Counting
Sorting
Comparing
Patterns
Shapes
Measuring
Time
Money

Use Everyday Maths

Try:

Counting steps
Sharing snacks equally
Comparing prices
Measuring ingredients
Sorting laundry
Reading clocks
Counting change

Physical Development

Physical development includes:

Balance
Coordination
Strength
Running
Jumping
Throwing and catching
Fine hand movements

Support Active Play

Useful activities include:

Walking
Playground climbing
Ball games
Dancing
Swimming
Bikes and scooters
Simple obstacle courses

Fine Motor Skills

Fine motor skills support dressing, eating, writing and using tools.

Activities include:

Building blocks
Puzzles
Threading
Using cutlery
Drawing
Fastening buttons and zips

Personal, Social and Emotional Development

This includes learning to:

Recognise feelings
Manage frustration
Build relationships
Take turns
Follow routines
Develop confidence
Become more independent

Name Feelings

Use simple language such as:

“You look disappointed.”
“That made you angry.”
“You are excited.”

Naming feelings helps children begin to understand and communicate them.

Teach Regulation Through Support

Children learn to calm through repeated help from adults.

Useful strategies include:

Calm voices
Predictable routines
Simple choices
Quiet spaces
Movement breaks
Clear boundaries

Play Supports Learning

Play helps children practise:

Problem-solving
Language
Imagination
Planning
Cooperation
Persistence

Open-Ended Play

Open-ended toys can be used in many ways.

Examples include:

Blocks
Loose parts suitable for the child’s age
Play food
Animal figures
Art materials
Dressing-up clothes

Understanding the World

Children learn about the world through:

Nature
Family stories
Local places
Simple science
Technology
Different cultures and communities

Simple Science Activities

Try:

Melting ice
Growing seeds
Mixing colours
Testing what floats
Observing weather
Making shadows

Creative Development

Creative activities include:

Drawing
Painting
Music
Dance
Role play
Model-making
Storytelling

Focus on the process rather than making every piece look perfect.

Confidence and Motivation

Children are more likely to keep trying when adults praise:

Effort
Persistence
Problem-solving
Improvement
Kindness

Avoid Labelling Ability

Instead of saying “You are clever”, try:

“You kept trying different ways until it worked.”

This helps children connect progress with effort and strategy.

Learning Through Mistakes

Mistakes are a normal part of learning.

Help children by:

Staying calm
Breaking the task into steps
Asking what they could try next
Allowing time
Avoiding immediate rescue

Attention and Concentration

Attention develops gradually.

Support it with:

Short activities
Reduced distractions
Clear instructions
Movement breaks
Tasks matched to the child’s ability

Use One Instruction at a Time

Instead of giving several directions together, say:

“Put your shoes by the door.”

Then give the next instruction once the first is complete.

Memory

Children develop memory through:

Repeated routines
Songs
Rhymes
Matching games
Retelling events
Visual reminders

Home Learning

Home learning does not need to look like school.

Useful learning happens through:

Cooking
Shopping
Gardening
Travel
Household tasks
Conversations
Play

Create a Simple Learning Space

A useful space may include:

A small table or clear surface
Pencils and paper
Books
Basic craft materials
Good lighting
Limited distractions

A separate study room is not required.

Homework Support

Parents can help by:

Reading the instructions
Breaking work into steps
Encouraging a short break
Helping the child organise materials
Leaving the final work as the child’s own

Do Not Turn Every Moment into a Lesson

Children also need:

Rest
Free play
Outdoor time
Friendships
Unstructured family time

For online safety and digital use, see the NSPCC online-safety guidance for families.

Screen-Based Learning

Educational apps and videos can support some learning, but they should not replace:

Conversation
Books
Physical play
Hands-on exploration
Sleep

Choose Digital Content Carefully

Check:

Age suitability
Advertising
In-app purchases
Data collection
Chat features
Whether an adult can join in

Nursery and School Progress

Settings may share progress through:

Daily updates
Learning journals
Parents’ evenings
School reports
Target reviews

Useful Questions for Staff

Ask:

What is going well?
What is the next step?
How does my child learn best?
Are there any concerns?
What can we practise at home?

When Progress Seems Slow

A child may need extra help because of:

Hearing or vision difficulties
Speech and language needs
Specific learning difficulties
Attention difficulties
Developmental differences
Anxiety
Interrupted education

Speak to the Setting Early

Start with:

The child’s key person
The class teacher
The SENCO or equivalent lead
The health visitor or GP where health is involved

Families in England can use the GOV.UK SEND guide. Support structures and terminology differ in Wales, Scotland and Northern Ireland.

Special Educational Needs and Disabilities

Children may need support with:

Communication
Reading
Writing
Maths
Attention
Sensory processing
Social interaction
Physical access

Ask for a Clear Support Plan

Useful questions include:

What support is being provided?
How often will it happen?
Who is responsible?
How will progress be measured?
When will the plan be reviewed?

Loss of a Previously Used Skill

Contact a health visitor, GP or another relevant professional promptly if a child clearly loses a skill they previously used, including speech, movement, social interaction, toileting or self-care.

This page cannot identify the cause. Call 999 for an immediate emergency such as a seizure, unresponsiveness, severe breathing difficulty or sudden serious weakness.

Hearing and Vision

Hearing or vision differences can affect access to communication and learning, but the behaviours listed online are not enough to diagnose a problem.

Seek professional advice if you are concerned about responses to sound, speech understanding, screen or book distance, squinting, headaches, eye closure, repeated trips or another change.

The nursery, school, GP, health visitor, optometrist, audiology or another local service can explain the appropriate route.

Multilingual Children

Children can learn more than one language. The NHS advises families to talk to children in the language or languages that feel natural and comfortable.

Mixing languages can be part of multilingual development and does not by itself diagnose a language problem. Concerns should be considered across all of the child’s languages by an appropriate professional.

Learning Difficulties Are Not Caused by Laziness

When a child repeatedly struggles, look for the reason rather than assuming lack of effort.

Support may need to address:

Task difficulty
Understanding
Attention
Anxiety
Sensory needs
Fatigue

Learning Resources on a Budget

Low-cost resources include:

Libraries
Preloved books
Homemade flashcards
Household counting objects
Free museum visits
Nature walks
Community activities

Do Not Overbuy Educational Toys

Children do not need large numbers of specialist learning products.

Useful basics may include:

Books
Puzzles
Blocks
Art materials
Board games
Simple science kits

Check toys and electrical learning products against the official UK Product Safety Alerts, Reports and Recalls database.

Buying Learning Resources Preloved

Suitable preloved resources may include:

Books
Puzzles
Educational games
Construction toys
Art storage
Children’s desks and chairs
Musical instruments

Check Preloved Resources Carefully

Before buying, check:

Age suitability
Missing pieces
Small parts
Battery compartments
Condition
Cleanliness
Recall status

Learning and Development Items on Kidora

Kidora is a UK-only marketplace where parents can buy and sell new and preloved baby and children’s items.

Families may find books, puzzles, construction toys, educational games, desks, chairs and other resources. No product guarantees learning or replaces teaching, interaction or professional support.

Check age suitability, condition, completeness, batteries, magnets, stability, dimensions and official recalls before use.

Sellers pay no selling fees and keep 100% of the item sale price. Suitable items can be listed at £0 as FREE rather than being thrown away, helping another family. FREE listings are collection-only and do not include a Buyer Protection fee.

A Learning and Development Checklist

Talk and read regularly
Use everyday maths
Include active and creative play
Praise effort and persistence
Allow mistakes
Keep homework support calm
Balance screens with real-world activity
Communicate with nursery or school
Raise concerns early
Use low-cost learning resources

Frequently Asked Questions

How can I support learning at home?

Read, talk, play, cook, count, explore outdoors and involve the child in everyday tasks.

Should I teach my child ahead of school?

There is no need to recreate school at home. Focus on language, reading, play, confidence and practical independence.

What should I do if my child is falling behind?

Speak to the teacher, key person or SENCO and ask what support is in place, how progress will be reviewed and whether further assessment is needed.

Are educational apps enough?

No. Digital learning should complement, not replace, books, conversation, physical play and hands-on experiences.

Can learning resources be bought preloved?

Yes. Books, puzzles, games and furniture can be good-value preloved purchases when complete, safe and suitable for the child’s age.