{"id":16101,"date":"2025-01-23T13:10:17","date_gmt":"2025-01-23T13:10:17","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/?page_id=16101"},"modified":"2026-03-04T10:30:21","modified_gmt":"2026-03-04T10:30:21","slug":"meta-skills","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/meta-skills\/","title":{"rendered":"Meta Skills"},"content":{"rendered":"
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Meta-Skills\u00a0<\/span><\/h1>\n

Resources<\/span> <\/a>\uf0ad<\/span>\u00a0<\/strong><\/span><\/p>\n

“Meta-skills are innate, timeless, higher-order skills that create adaptive learners and promote success in whatever context the future brings. From birth, children use their meta-skills as they test and explore the world around them, and it is these meta-skills that act as a key to unlock the development of other transferable and technical skills. Therefore, it is important that as children and young people progress through their education, practitioners make meta-skills explicitly visible and create opportunities for learners to recognise, understand and explore their meta-skills development.<\/em>“<\/p>\n

Meta-skills Progression Framework<\/a>, Skills Development Scotland<\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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What does FOCUSSING look like in Early Years?<\/strong><\/span><\/h4>\n
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    • Displaying continuous, interest and involvement in a task over a period of time<\/li>\n
    • Identifying objects and events as the same or different, and sorting objects into groups<\/li>\n
    • Accepting changes in their environment in order to be able to focus on a task.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

      What does INTEGRITY look like in Early Years?<\/strong><\/span><\/h4>\n
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        • Showing kindness to others and being sensitive to others’ feelings<\/li>\n
        • Being aware of how their actions can affect others<\/li>\n
        • Recognising that we have similarities and differences but are all unique.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

          What does ADAPTING look like in Early Years?<\/strong><\/span><\/h4>\n
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            • Asking lots of questions and being curious about the world around them<\/li>\n
            • Recognising simple problems and talking about solutions with others<\/li>\n
            • Being flexible and resilient when faced with novel or unexpected situation<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

              What does INITIATIVE look like in Early Years?<\/strong><\/span><\/h4>\n
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                • Beginning to plan, and enjoying completing a given task<\/li>\n
                • Both following instructions and making their own instructions for others to follow<\/li>\n
                • Showing confidence through expressing themselves through actions such as making marks, role play, joining games, singing or dancing with a little prompting if needed for support.<\/li>\n<\/ul>\n<\/li>\n<\/ul><\/div>\n<\/p><\/div>\n
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                  What does CURIOSITY look like in Early Years?<\/strong><\/span><\/h4>\n
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                  • \n
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                    • Showing excitement, enjoying the unexpected, the unusual and surprise in learning<\/li>\n
                    • Asking lots of questions about what they are learning<\/li>\n
                    • Observing and asking questions about the world around them<\/li>\n
                    • Using sources of information such as books, digital technologies, family and peers to find relevant information<\/li>\n
                    • Carrying out self-directed learning and recognising and resolving related problems.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                      What does CREATIVITY look like in Early Years?<\/strong><\/span><\/h4>\n
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                        • Expressing themselves through different types of play such as mark making, role play, making things, tinkering with objects, singing and dancing<\/li>\n
                        • Being willing to take on new challenges<\/li>\n
                        • Engaging well in creative play with friends, for pleasure and as a form of creative expression<\/li>\n
                        • Asking questions about the wider world.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                          What does SENSE-MAKING look like in Early Years?<\/strong><\/span><\/h4>\n
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                            • Recognising and describing visual and audio patterns and differences<\/li>\n
                            • Recognising problems and talking about solutions<\/li>\n
                            • Asking and answering questions in relation to stories, play and learning in relation to themselves, families and friends<\/li>\n
                            • Listening and understanding what is being said in the context of play, stories and real-life events<\/li>\n
                            • Identifying and naming objects or events as the same or different, and sorting objects into groups<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                              What does CRITICAL THINKING look like in Early Years?<\/strong><\/span><\/h4>\n
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                                • Working with a focus, asking and responding to questions to clarify what they are doing<\/li>\n
                                • Making simple predictions and seeing possibilities<\/li>\n
                                • Asking different types of questions<\/li>\n
                                • Summarising and reflecting on their learning<\/li>\n
                                • Using materials from their environment and coming up with their own ideas on how to solve problems.<\/li>\n<\/ul>\n<\/li>\n<\/ul><\/div>\n<\/p><\/div>\n
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                                  What does COMMUNICATING look like in Early Years?<\/strong><\/span><\/h4>\n
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                                    • Enjoying listening to and recalling stories with friends, and using their imagination to tell their own stories<\/li>\n
                                    • Expressing themselves through play and storytelling, and talking about their learning<\/li>\n
                                    • Talking about memories and experiences<\/li>\n
                                    • Learning to use words to suit different purposes<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                      What does FEELING look like in Early Years?<\/strong><\/span><\/h4>\n
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                                        • Showing kindness and being sensitive towards others<\/li>\n
                                        • Being aware of how actions can affect others<\/li>\n
                                        • Expressing genuine concern and responsibility for others and the wider society<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                          What does COLLABORATING look like in Early Years?<\/strong><\/span><\/h4>\n
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                                            • Engaging in creative play and working well with friends and less familiar people<\/li>\n
                                            • Listening to others in a group<\/li>\n
                                            • Being able to join in with others in a one-to-one situation or part of a group<\/li>\n
                                            • Being aware of how their actions can affect others<\/li>\n
                                            • Learning to use words to suit different purposes.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                              What does LEADING look like in Early Years?<\/strong><\/span><\/h4>\n
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                                                • Listening to other people’s ideas and positively influencing and motivating others during play and learning<\/li>\n
                                                • Identifying and justifying their own course of action<\/li>\n
                                                • Being confident in different situations\/contexts<\/li>\n
                                                • Making suggestions in group play.<\/li>\n<\/ul>\n<\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n
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                                                  Meta-Skills\u00a0 Resources \uf0ad\u00a0 “Meta-skills are innate, timeless, higher-order skills that create adaptive learners and promote success in whatever context the future brings. From birth, children use their meta-skills as they test and explore the world around them, and it is these meta-skills that act as a key to unlock the development of other transferable and …<\/p>\n","protected":false},"author":7767,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-16101","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/16101","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/users\/7767"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/comments?post=16101"}],"version-history":[{"count":45,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/16101\/revisions"}],"predecessor-version":[{"id":20312,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/16101\/revisions\/20312"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/media?parent=16101"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}