Erikson's theory highlights the toddler years, ages 1-3, as a critical period for developing autonomy. At FCGEY, we emphasise providing toddlers diverse opportunities to independently engage in daily activities, fostering a sense of self-control and confidence. Additionally, we actively promote social interaction with peers, laying the groundwork for the development of important social and emotional skills, in order to support the overall healthy personal and social development of the children in our care.

In the EY1 programme, we actively create opportunities for children to develop vital self-management skills. For instance, when going outdoors, children are encouraged to independently put on and take off their own shoes, fostering a sense of responsibility. After playtime, they are guided to tidy up and categorise the toys they've used, instilling organisational habits. During nap time, we observe children demonstrating increased independence by waking up and drinking water on their own, without needing adult assistance. Furthermore, we encourage children to feed themselves during mealtimes, allowing them to experience the joy and accomplishment of independent dining. By providing these structured experiences, we aim to empower children to take an active role in their personal care and daily routines, ultimately supporting the development of essential self-management skills.

In addition to fostering self-management skills, we also place great emphasis on the development of children's social skills. Children learn how to invite their peers to join in games and activities, sharing their experiences and perspectives within their peer groups. They are encouraged to express their feelings and emotions appropriately, developing emotional intelligence. Furthermore, we provide opportunities for children to take on the role of "teacher's assistants" during group activities, allowing them to assist in the facilitation of collaborative tasks. This not only helps develop their leadership abilities, but also strengthens their sense of responsibility and their capacity to support their classmates.

In regard to children's social development, the children in EY1 have learned to engage with their peers in a friendly and cooperative manner, building meaningful friendships. They understand the virtue of sharing toys and resources, as well as the importance of waiting patiently for their turn to participate in activities alongside their classmates. Whether they are engaged in role-playing games, building activities, or reading stories together, the children demonstrate a strong ability to collaborate with their peers and take pleasure in the process. Additionally, we observe the older children in our programme displaying a sense of care and responsibility towards their younger classmates, actively looking out for them and offering assistance when needed. These prosocial behaviours exemplify the children's growing emotional intelligence and capacity for empathy - essential skills for healthy social-emotional development.

We are tremendously proud of the remarkable progress the children have made in developing essential self-management and social skills during their time in EY1. This impressive growth would not have been possible without the unwavering support and cooperation from the parents. Moving forward, we remain committed to providing an enriching environment that allows children to freely explore, experiment, and further refine these critical competencies.