Physical Development

Physical Development introduces this area of the Early Years Foundation Stage (EYFS). The physical development of children aged between 0-5 years is introduced within the context of the EYFS. A balanced approach to the Early Learning Goals is encouraged ensuring that key principles of good early years practice are maintained and developed, and the holistic development of the child is promoted.

This user-friendly guide will support early years professionals to:

• reflect on current practice and develop skills;
• evaluate the implications of research for early years practice and provision;
• promote interdisciplinary teamwork between those who work with and support young children;
• meet the diverse needs of children at different developmental stages and ages;
• support children as they move within and beyond the EYFS.

Dr. Jonathan Doherty has worked in education for over 20 years. Formerly a teacher specialising in early years, Jonathan was Principal Lecturer and Head of Early Childhood Education at Leeds Metropolitan University.
His interest in child development led him to undertake a doctorate on pedagogy and children's thinking. An expert in child development he has written extensively on physical development & childhood obesity, emotional and language development. Selected to serve on a Regional multi- agency Think Tank into Parenting, Jonathan has worked as an education consultant with a number of national organisations. He has served on several national working parties on Inclusion and held an executive position in a national educational organisation on Special Education Needs.
Previously a National Strategies Regional Adviser working with senior leaders and managers in local authorities, schools and settings and with partner organisations, he was the Every Child a Talker lead in the North West and part of the national ECAT advisory group. He has worked directly with settings across the private, voluntary and independent sectors advising on children's language development and contributed to the Communication and Early Language Strategy of a number of local authorities.
On raising children's achievement, he has worked on all major national projects in early years and worked successfully with local authorities and schools on 'closing the gap' projects. He is widely sought after for his work on boys' achievement and transition. His contribution to teaching, learning and scholarship in education has been twice recognised with an entry in Who's Who in the World.