Setting and Achieving Goals
To develop ability to set simple goals, work towards them, and reflect on achievement.
- Framework: EYFS
- Unit: EYFS Personal, Social & Emotional
- Learning area: Personal, Social and Emotional Development
- Level: EYFS Reception
Objectives
- Sets simple goals
- Works towards achievements
- Shows perseverance
- Reflects on learning
Materials
- Goal-setting displays
- Individual target cards
- Achievement celebration resources
- Reflection prompts
Instructions
EXPLAINING GOALS: Introduce the concept: 'A goal is something you want to learn to do. When I was little, my goal was to learn to ride a bike. I practised and practised, and I achieved my goal! What would YOU like to learn?'
SETTING APPROPRIATE GOALS: Help children set goals that are achievable but stretching. 'I want to write my name' is good. 'I want to read chapter books' may be too big—break it down: 'First goal: learn all the letter sounds!'
MAKING GOALS VISIBLE: Write children's goals on cards they can see. Display a 'goal ladder' or 'goal rainbow'. This makes abstract goals concrete and reminds children what they're working towards.
TRACKING PROGRESS: Check in regularly: 'How's your goal going? You wanted to learn to hop. Let's see—you can do 3 hops now! Two weeks ago you could only do 1. You're making progress!' Celebrate steps, not just endpoints.
TEACHING PERSISTENCE: When children struggle, teach: 'Goals are hard—that's why they're called goals! The hard part is where the learning happens. Let's try again tomorrow.' Frame difficulty as part of learning, not failure.
MODELLING YOUR OWN GOALS: Share your own goals: 'My goal is to learn a new song to teach you. I don't know it yet, but I'm practising!' Show children that adults also set goals and sometimes struggle.
CELEBRATING ACHIEVEMENT: When goals are met, celebrate meaningfully: 'You achieved your goal! You can write your name! That took weeks of practice. You should feel so proud. What's your next goal?'
REFLECTING ON PROCESS: Ask children to reflect: 'What helped you achieve your goal? What was hard? What will you do differently next time?' This develops metacognition—thinking about thinking.