EYFS Lesson Plans
This page brings together the 1,818 free EYFS activity pages on IPC as ready-to-teach lesson plans, organised by area of learning, age band and theme. Counts are taken from the activity data.
The 7 areas of learning
Prime areas
Specific areas
Lesson plans by area and age band
Lesson plans by theme
Sample EYFS lesson plans
Area: Communication & Language · Age band: Birth-2
To develop early listening skills and shared attention through sensory exploration of natural objects.
Objectives
- Turns towards sounds and voices
- Shows interest in different textures
- Makes eye contact during interactions
- Responds to adult's voice with sounds or movements
Materials
- Wicker basket with natural objects (wooden spoon, pine cone, shell, fabric squares)
- Comfortable floor space with cushions
- Quiet, distraction-free environment
Steps
- Before you begin, gather together eight to ten natural objects that offer varied textures, weights and sounds. Check each item carefully—everything should be clean, free from splinters, and large enough that it cannot be swallowed. Arrange them in a low wicker basket within easy reach of the baby.
- Position yourself at the baby's level, either beside them or facing them so you can maintain comfortable eye contact. Place the basket between you, allowing the baby to reach items independently rather than handing things to them.
- Watch closely as the baby reaches for objects. Notice what captures their attention first—is it the shiny spoon or the rough pine cone? Resist the urge to direct their exploration; instead, let them lead whilst you observe with genuine curiosity.
- When the baby picks something up, describe their experience using simple, unhurried language: 'You found the wooden spoon! Feel how smooth it is. It's cool on your cheek.' Pause after speaking to give the baby time to process your words and respond in their own way.
- If the baby drops an object, gently pick it up and offer it again: 'Here it is! The spoon came back.' This simple exchange supports their understanding of object permanence whilst modelling the back-and-forth rhythm of conversation.
- Respond enthusiastically whenever the baby makes sounds, coos or babbles. Treat these vocalisations as meaningful contributions to your conversation: 'Yes! You like that one!' or simply echo their sounds back to them. This validates their communication attempts and encourages more.
- Keep sessions to ten or fifteen minutes, or end sooner if the baby shows signs of tiredness. Finish on a positive note: 'All finished with the treasure basket. You explored so many things today!'
Area: Physical Development · Age band: Birth-2
To develop core strength, head control, and early movement patterns through supported tummy time.
Objectives
- Lifts head during tummy time
- Reaches for objects
- Shows increasing strength and control
- Pushes up on arms
Materials
- Soft play mat or blanket
- Baby-safe mirrors
- High-contrast toys and rattles
- Tummy time cushions for support
Steps
- CHOOSING THE RIGHT TIME: Do tummy time when baby is awake, alert, and content—not when tired, hungry, or just after feeding. Short, frequent sessions (2-5 minutes) work better than long ones.
- PREPARING THE SPACE: Lay baby on a firm, flat surface with a soft blanket. Ensure nothing can fall on them and the area is warm enough. Remove any items that could pose a hazard.
- POSITIONING BABY: Place baby on their tummy with arms forward (not tucked under). For newborns, try chest-to-chest tummy time on your chest—they'll lift their head to see your face.
- GETTING DOWN TO THEIR LEVEL: Lie on the floor facing baby so they have a reason to lift their head. Your face is the most interesting thing! Make eye contact, talk, sing, and smile.
- USING MOTIVATING OBJECTS: Place high-contrast toys, rattles, or a baby-safe mirror at their eye level (not above). They'll try to lift their head to see. Move objects slowly side to side to encourage head turning.
- ENCOURAGING REACHING: As babies get stronger, place toys just out of reach to encourage them to stretch and eventually push up on their arms. Celebrate their efforts: 'You're reaching! So strong!'
- MONITORING COMFORT: Watch for signs of tiredness or frustration—head dropping repeatedly, fussing, crying. End the session positively before they become distressed. Say 'Good job! Tummy time all finished!'
- BUILDING GRADUALLY: Start with 1-2 minutes and gradually increase as strength develops. By 3-4 months, aim for 20-30 minutes total across the day (in shorter sessions). Every bit counts.
Area: Personal, Social & Emotional · Age band: Birth-2
To develop secure attachment with key person, providing emotional security for exploration and learning.
Objectives
- Shows preference for key person
- Is comforted by key person
- Explores with key person as secure base
- Shows recognition of familiar adults
Materials
- Cosy areas for one-to-one time
- Family photos on display
- Comfort objects from home
- Calm, consistent environment
Steps
- BEING CONSISTENTLY AVAILABLE: As the key person, be physically and emotionally present for your key children. Greet them warmly each morning: 'Good morning, Ellie! I'm so happy to see you!' Be the one who settles them, changes them, feeds them whenever possible.
- RESPONDING PROMPTLY: When babies cry, respond quickly and calmly. Don't let them cry for extended periods. Say 'I'm coming, I can hear you. What do you need?' Even though they don't understand words, your tone communicates that you're reliable and responsive.
- LEARNING INDIVIDUAL CUES: Each baby communicates differently. Learn YOUR babies' cues: 'When Theo rubs his eyes and grizzles, he's tired. When he puts his fist in his mouth, he's hungry.' Document these for colleagues and parents.
- BUILDING RITUALS: Create special routines with each key child: perhaps a particular song during nappy changes, a certain book you share, a way you say goodbye. These rituals build connection and security.
- USING THE BABY'S NAME: Say their name often, warmly, and positively: 'Ellie's having some milk. Ellie's feeling sleepy. Ellie's Daddy is coming soon!' Babies learn they are a person who is noticed and valued.
- MAINTAINING PHYSICAL CLOSENESS: Hold babies, carry them, let them sit on your lap during group times. Physical closeness builds security. For mobile babies, stay near as a 'secure base' they can return to.
- BRIDGING WITH HOME: Use family photos, comfort objects from home, and parents' words. 'Mummy said you had a lovely bath last night!' This connects home and setting, helping babies feel their worlds are linked.
- DURING SEPARATIONS: Handle separations sensitively. Reassure: 'Daddy is coming back. He always comes back. I'll look after you until then.' If distress continues, comfort consistently rather than trying to distract immediately.
Area: Literacy · Age band: Birth-2
To develop early book handling skills and enjoyment of stories through shared reading.
Objectives
- Shows interest in books
- Handles books appropriately
- Points to pictures
- Turns pages with support
Materials
- High-contrast board books
- Fabric and tactile books
- Cosy reading corner
- Book basket at baby level
Steps
- Set up a cosy reading nook with soft cushions, good lighting, and books displayed with covers facing outward at baby's level. Include a mix of high-contrast black and white books for young babies, tactile books with different textures, and simple picture books with bold images.
- Choose moments when the baby is alert, fed and content—after a nap or mid-morning often works well. Avoid times when they're tired, hungry or overstimulated, as you want reading to be associated with pleasure rather than struggle.
- Hold the baby on your lap facing the book, or sit them beside you propped with cushions. Position the book about twenty to thirty centimetres from their face—close enough for them to focus. Make sure they can see both the pictures and your face, as your expressions are part of the story.
- Use a warm, gentle voice and vary your pitch and rhythm naturally. You don't need to read every word—instead, point to pictures and name them: 'Look! A duck. Quack quack! The duck is yellow.' Make animal sounds and action noises with genuine enthusiasm.
- Watch where the baby looks and follow their lead. If they're gazing at the cat picture, stay there: 'You love the cat! Miaow! The cat is sleeping. Soft kitty.' Let their interest guide the reading rather than rushing through pages to 'finish' the book.
- Encourage interaction as they develop. Help them touch textured parts: 'Feel the bunny's tail. Soft and fluffy!' Guide their hand to pat the page. As they grow, encourage pointing: 'Where's the dog? Can you show me?' Celebrate when they point or pat pictures.
- Babies will want to chew, bang and drop books—this is completely normal exploration! Say 'You're tasting the book! Books are yummy to read but not to eat' with good humour. Board books are designed for exactly this kind of handling.
- Keep sessions to three to five minutes—end before the baby loses interest so books remain associated with pleasure. Say 'All finished reading! We saw a duck and a cat and a dog. Lovely story time!' This establishes a gentle rhythm to your reading ritual.
Area: Mathematics · Age band: Birth-2
To develop early number awareness through repetitive counting songs and rhymes.
Objectives
- Shows anticipation in number rhymes
- Joins in with actions
- Vocalises during songs
- Hears number language regularly
Materials
- Number rhyme props (five little ducks, etc.)
- Finger puppets for counting
- Picture cards for songs
- Group song time space
Steps
- Build a repertoire of four or five counting songs that you use consistently: 'Five Little Ducks', 'Five Little Monkeys', 'One, Two, Three, Four, Five (Once I Caught a Fish Alive)', 'Ten in the Bed', 'Five Currant Buns'. Familiarity matters more than variety at this age.
- Gather or make simple props—finger puppets, laminated pictures, soft toys. When singing 'Five Little Ducks', have five duck puppets and remove one each verse: 'Four little ducks went swimming one day...' This makes the counting concrete and visible.
- Use a clear, melodic voice and emphasise number words slightly: 'FIVE little ducks went swimming one day, over the hills and far away...' Babies attend to rhythm and repetition even before they understand the meaning of words.
- Hold up the correct number of fingers as you sing. For 'Five Little Ducks', show five fingers, then four, then three. Babies watch your hands intently, and this connects number words to quantity from the earliest age.
- Build anticipation with dramatic pauses. Before key moments, pause: 'And when the mummy duck said quack quack quack...' [pause] '...FOUR little ducks came back!' Watch for babies' excitement as they learn to predict what's coming.
- Celebrate any participation—even very young babies can 'join in' by bouncing, waving arms, or vocalising. Respond warmly: 'You're dancing! You love the monkey song!' As babies grow, they'll attempt actions and sounds.
- When a baby clearly loves a particular song, sing it over and over. Don't worry about boring them—they adore the predictable and find deep comfort in repetition. Their confidence grows through familiarity.
- Weave counting into everyday moments beyond song time. Count steps whilst carrying a baby: 'One, two, three, four, up the stairs!' Count toes during nappy changes: 'One, two, three, four, five toes!' This embeds number language naturally.
Area: Understanding the World · Age band: Birth-2
To develop curiosity about the natural world through sensory exploration outdoors.
Objectives
- Shows interest in natural objects by reaching, grasping, mouthing
- Explores textures and shapes with hands and mouth
- Responds to outdoor environment with increased alertness
- Notices natural features like birds, wind, or rain
Materials
- Treasure baskets with natural materials (pinecones, leaves, smooth stones)
- Safe outdoor space with shade
- Plants and flowers to observe
- Weather-appropriate clothing and blankets
Steps
- Begin by preparing a safe, comfortable outdoor space where the baby can lie or sit supported. Gather a treasure basket filled with natural objects that are safe for mouthing—smooth stones, large pinecones with no loose scales, sturdy leaves, and small branches. Ensure all items are clean and free from sharp edges or small parts.
- Sit close to the baby, offering gentle commentary as they explore. 'You found the pinecone! Feel how bumpy it is.' Allow the baby to lead the exploration, following their gaze and reaching. When they focus on something, bring it closer and describe what you observe together.
- Take the baby on sensory walks, pointing out birds singing, wind in the trees, and clouds moving. Hold them up to touch tree bark, smell flowers (avoiding anything toxic), and feel grass. Narrate what you see: 'The bird is flying up to the tree. Can you hear it singing?'
- Respond enthusiastically to the baby's discoveries. When they reach for a leaf or look at the sky, validate their curiosity: 'Yes! You found a leaf! It's green like the grass.' Model wonder by expressing your own delight at natural phenomena.
- Create opportunities for repeated exposure to the same outdoor spaces so babies develop familiarity and can notice changes. 'Look, more flowers are growing now! Remember when we saw tiny buds?'
- Document the baby's explorations with photos to share with families and revisit with the child. 'Here's you touching the tree last week. You loved feeling the bark!'
Area: Expressive Arts & Design · Age band: Birth-2
To develop sensory awareness and early mark-making through safe art exploration.
Objectives
- Explores materials with hands (and mouth if safe)
- Shows interest in making marks
- Responds to different textures
- Notices colours and contrasts
Materials
- Edible finger paint (made from yoghurt and food colouring)
- Taste-safe playdough (made with flour and water)
- Textured papers and fabrics
- Large trays for contained exploration
Steps
- Prepare a safe, contained space for messy exploration. Lay down plastic sheets and use high-sided trays to keep materials in one area. Dress babies in clothes that can get messy or use full-coverage aprons.
- Introduce materials one at a time to avoid overwhelming babies. 'Look at this squishy paint! It's cold and gooey!' Place a small amount on the tray and let the baby approach at their own pace.
- Stay close and engaged but avoid directing. Narrate what you observe: 'You're pushing it with your fingers! Look at the marks you're making!' Let the baby lead their exploration.
- Model exploration without taking over. Touch the materials yourself, showing curiosity: 'I'm going to squish it in my hand—squish, squish!' Babies often imitate adults' actions.
- Celebrate all marks and creations. 'You made lines with your fingers! And here's where you pushed your palm—a handprint!' Take photos to document and share with families.
- Watch for signs of readiness to stop—some babies love messy play, others tolerate it briefly. Always follow the baby's cues and never force continued engagement.
FAQ
- What are the 7 areas of learning in the EYFS?
- The prime areas are Communication and Language, Physical Development, Personal, Social and Emotional Development. The specific areas are Literacy, Mathematics, Understanding the World, Expressive Arts and Design.
- Which age bands do these EYFS lesson plans cover?
- Birth-2, 2-3, 3-4 and Reception. The table above shows how many activity pages are available for each band.
- How many free EYFS activity pages are there?
- 1,818 free EYFS activity pages: 478 in the 7 area units and 1,340 across 27 themes.
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