Cumbria County Council · Cumbria County Council 4 Well-being is a particular state or feeling that...

Cumbria County Council

Serving the people of Cumbria cumbria.gov.uk

Supporting Young Children’s

Emotional Well-being

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Contents

• Introduction

• DefinitionandsignsofWell-being

• WhatdoestheEarlyYearsFoundationStagesayaboutPersonalSocialandEmotionalDevelopment?

• Impactonbraindevelopmentandlongtermlearning

• OverviewoftheLeuvenScales

• 10ToptipstopromoteWell-being

• MovementPlay

• EmpathyDolls

• Summary

• FurtherDocumentation

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Supporting Young Children’s Emotional Well-being

IntroductionDuringsummer2013trainingforearlyyearspractitionersonsupportingyoungchildren’semotionalWell-beingtookplaceacrossCumbria.Aspartofthetrainingpractitionersweregivenhighqualityresourcestosupporttheirworkwithyoungchildren.Thetrainingwasfollowedupintheautumntermwithsmallerclustergroupmeetingswherepractitionerssharedtheimpactofthetrainingandresourcesonchildren’semotionalWell-beingandbegantocreatecasestudiesoftheirwork.

CasestudiesbasedaroundusingMovementPlayoranEmpathyDolltosupportchildren’semotionalWell-beingwerecompleted.

TheprojectenabledpractitionerstounderstandtheimportanceofdevelopinghighlevelsofWell-beinginyoungchildren.

‘If I had my child to raise over again’Dianne Loomans

IfIhadmychildtoraisealloveragain

I’dbuildselfesteemfirst,andthehouselater.

I’dfingerpaintmore,andpointthefingerless.

Iwoulddolesscorrectingandmoreconnecting.

I’dtakemyeyesoffmywatch,andwatchwithmyeyes.

Iwouldcaretoknowlessandknowtocaremore.

I’dtakemorehikesandflymorekites.

I’dstopplayingserious,andseriouslyplay.

Iwouldrunthroughmorefieldsandgazeatmorestars.

I’ddomorehuggingandlesstugging.

I’dseetheoaktreeintheacornmoreoften.

Iwouldbefirmlessoften.Andaffirmmuchmore.

I’dmodellessabouttheloveofpower,

Andmoreaboutthepoweroflove.

Thispackcontainsselectedcasestudiesandaguidancebookletofideastofurthersupportthedevelopmentofpracticeandprofessionaldevelopmentofstaffinthisarea.

ThetrainingwaspartofawiderprojectwithintheLocalAuthorityaimedatimprovingchildren’semotionalWell-beingandhasbeenfundedthroughHealthGainfundingoverseenbytheChildren’sJointCommissioningBoard.


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Well-being is a particular state or feeling that can be recognised by satisfaction enjoyment and pleasure. The person is relaxed and expresses inner rest, feels the energy flow and radiates vitality, is open to the surroundings, accessible and flexible.

What are the signs of Well-being?

Whenchildren….

• feelatease• actspontaneously• areopentoideas• feelrelaxed• showconfidenceandself-esteem• areintouchwithownfeelings• andemotions• enjoylifeandshowvitality

...weknowtheirmentalhealthissecured

The Leuven definition of Well-being

What does the Early Years Foundation Stage (EYFS) say about Personal, Social and Emotional Development (PSED)?

Four guiding principles should shape practice inearly years settings.

These are:

• Every child is a unique child, who is constantlylearning and can be resilient, capable, confidentand self-assured

• Children learn to be strong and independentthrough positive relationships

• Children learn and develop well in enablingenvironments, in which their experiences respondto their individual needs and there is a strongpartnership between practitioners and parents and/or carers

• Children develop and learn in different waysand at different rates. The framework covers theeducation and care of all children in early yearsprovision, including children with special educationalneeds and disabilities

(Statutory Framework for the EYFS p.6)

Personal, social and emotional developmentinvolves helping children to develop a positive sense ofthemselves, and others; to form positive relationshipsand develop respect for others; to develop social skillsand learn how to manage their feelings; to understandappropriate behaviour in groups; and to haveconfidence in their own abilities.

(Statutory Framework for the EYFS p.8)


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Youngbrainsdeveloprapidlyandareaffectedbythingsthatarepositiveornegative.Relationships,security,understandingandrresponsivenessofparent/carerareessentialtothehealthycognitive,physical,emotionalandsocialdevelopmentofthechild.Thisearlydevelopmenthasamassiveimpactonthenatureandextentoftheiradultcapacities.

Brain Development

Babiesandyoungchildrencanthemselvesbecomestressediftheirparent/carerlackresponsivenesstotheiremotionalandphysicalneeds.Theirbodieswillreleasecortisolattimesofstress,affectingthebrainbyimpedingthedevelopmentofconnectionsbetweenbraincells.Theseconnectionsareneededforsuccessfuldevelopmentandlearning.

The plasticity of the brain – effects of extreme deprivation

ImagecourtesyofHarryChuganiMD,Children’sHospitalofMichigan,WayneStateUniversity.


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TheLeuvenScales1weredevelopedbyFerreLaeversasawayofidentifyingandmeasuringlevelsofWell-being.Useofthesepromotesaconsistentapproachbetweenpractitioners.

The scale for Well-being in children

Level 1: extremely low level of Well-being

Thesechildrenlook‘low’andunhappy.Theyoftenlooktense&arenotverylively.Thereareno,oronlyafew,momentsofrealenjoyment.Thesechildrendisplayagreatdealofsymptomaticbehaviour,suchascrying,lookingdejected,destroyingthings,shouting,beinglistless,showingfearoffailure,suckingtheirthumbs,wettingtheirtrousersorbed.Theypossesslittleopennessorflexibility.Theyfinditdifficulttobeassertiveortocultivateafightingspirit:theytendtoreactaggressivelyorletthemselvesbewalkedover.Relationswiththeirenvironmentarepredominantlynegative.

Thisoftenseemstoindicatethatthesechildrenarethreatenedinoneormoreoftheirbasicneeds.Theiroveralldevelopmentisindangerofcomingtoastandstill.

Level 2: low level of Well-being

ThesechildrendonothaveafeelingofWell-being.Abouthalfthetimetheydisplaysignsofemotionaldiscomfort.Thesemomentsalternatewithneutral&positivesignalsofWell-being.Thesechildrenareoftentense.Theyrarelyradiatevitality.Sometimestheytakepleasureinthe‘wrong’things,ortheyenjoythemselvesinadistortedway,e.g.byhurtingorannoyingotherpeople,byneedingexcessivemothering.Sometimesthefeelingofdiscomfortisconcentratedinonearea(e.g.therelationshipwiththeteacher),butthenthisproblemcarriestoomuchweight,thatitcastsadarkshadowoverotherareasoftheirlife.

Variation:thiscanbeseeninchildrenwhogenerallyhavea(relatively)highlevelofWB,butwhoshowextrememomentsofdiscomforte.g.whensayinggoodbyetoparentsorwhenanunknownpersonenterstheroom.Iftheseoccurrencesarefrequentthechildisplacedonlevel2,iftheyarerarethechildisplacedonlevel3.

Level 3: a fluctuating or neutral state of Well-being

Thesechildrenseem ‘quite’ happy.Theyoccasionallyshowsignsofemotionaldiscomfort,butthesedonot(excessively)colourtheirfunctioning.Therearealsotimeswhentheylookrelaxedandrelativelyvigorous.Theydisplayafairamountofselfconfidence&attimesseemtofullyenjoythemselves.

Variation:Level3isalsoattributedtochildrenwhorarelyorneverorthoroughlyenjoythemselves.Theirrelationshipswiththeworldarenotideal.Theyregularlyshutthemselvesoff&showonlymomentsofopenness.Theirrelationsarelackinginintensity.

Level 4: high level of Well-being

Thesechildrenlookgenerallyhappy.ThemomentsofWell-beingclearlyoutnumberthemomentsofdiscomfort.Forthegreaterpartoftheobservationperiodthesechildrenfeelfine.Theyonlyshowoccasionalsignsofemotionaldiscomfort.Therelationswiththeimmediatesurroundingaregood.Occasionally,however,frictionshows(quiteopenly),e.g.theymaybeupsetwhenanunknownpersonenterstheroom.Theyareabletosatisfytheirbasicneeds.

Level 5: extremely high level of Well-being

Thesechildrenarelike‘fishinwater’&obviouslyfeelverycomfortable.Theyradiatevitality,relaxation&innerpeace,andshowselfconfidence&selfesteem.Theyareinclosecontactwiththeirinnerselves,needs,wishes&thoughts.Theywillnotpushadisagreeableexperienceaside,butwilladmititandreadilydealwithit.Theytakepleasureintheiractivities&experiences,&thoroughlyenjoythemselves.Theyadoptanopen&receptiveattitudetowardstheirenvironment.Theydisplayflexibility,e.g.byreadilyadaptingtoneworstrangesituationsorpeople.Thesechildrendaretobeassertive,showingtheywishtobebothrespected&takenintoaccount.Thisgreatamountofpositiveinteractionswiththeirsurroundingsallowsthemtosatisfytheirbasisneeds.Theymanagetemporaryfrustrationsindependently.

1(Ref:Well-beingandInvolvementinCareSettings.AProcess-orientedSelf-evaluationInstrument,FerreLaevers(Ed.)ResearchCentreforExperientialEducation,LeuvenUniversity.ISBN:978-90-77343-76-8)

The Leuven Scales


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The scale for Well-being in babies and toddlers

Level 1: very low

Duringtheepisodeofobservationthechildclearlyshowssignalsofdiscomfort:

• Whining,sobbing,crying,screaming,etc• Lookingdejected/sadorfrightened,panicky• Lookingangryorfurious• Bodilytension:wavingarmsand/orstampingfeet,

wriggling,breakingthings,hurtingothers• Thumbsucking,rubbingone’seyes• Noreactiontotheenvironment,avoidingcontact,

withdrawing• Hurtingoneself:bangingone’shead,deliberately

fallingdownonthefloor,etc

Level 2: low

Theposture,facialexpressionandactionsindicatethatthechilddoesnotfeelatease.However,thesignalsarelessexplicitthanlevel1,orthesenseofdiscomfortisnotexpressedthewholetime.

Level 3: moderate

Thechildgivesa‘motionless’impression,hasaneutralposture.Therearenosignsindicatingsadnessorpleasure,comfortordiscomfort.Facialexpressionsandpostureshowlittleornoemotion.

Level 4: high

Thechildshowssignalsofsatisfaction(seelevel5).However,thesignalsindicatingpleasurearenotconstantlypresentinthesamedegreeofintensity.

Level 5: very high

Duringtheentireobservationperiodthereareclearsignalsindicatingcomfort,feelinggreat,enjoyinglifetothefull:

• Feelinghappyandcheerful:smiling,beaming,cryingoutoffun,etc

• Beingspontaneous,beingoneself,beingexpressive

• Talkingtooneself,playingwithsounds,humming,singing,etc

• Beingrelaxed,notshowinganysignalsofstress• Beingopen,approachablefortheenvironment• Beinglively,radiating,reactingenergetically,etc• Expressingself-confidenceandself-assurance


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10 Top tips to promote children’s Well-being

Top tip 1

Rearrangethespaceintoanappealingarea• Howcosyisit?• Howinvitingisit?• Howsimulatingisit?

Top tip 2

Enrichtheareas

• Dotheyattractchildren?• Howricharethey?• Arethereenough

materialstomakethemworthwhile?

Top tip 3

Introducenewandunconventionalmaterialsandactivities

• Whatfascinateschildren?

• Whatchallengesthem?

Top tip 4

Findactivitiestomeetchildren’sinterests.Observe

• Whatspeakstothem?• Whatintereststhem?• Offerappropriatematerials• Developgreatprojects

Top tip 5

Supportingactivitieswithimpulses.Makeactivitiesmoreintenseby• Invitationtotalk• Materials• Suggestions• Information• Thoughtprovokingquestions

Top tip 6

Encouragechildinitiative

• Openorganisation• Opportunitytochoose• Initiativeandautonomy• Structure

Supportingrules

Top tip 7

Workattheclimateandatmosphere

• Childrenandadults• Childrenandchildren• Togetherness

Top tip 8

Explorefeelings,behaviourandvalues

• Inharmonywithothers• Intouchwithoneself

Top tip 10

Supportchildrenwithdevelopmentalneeds.Whichchildren?

• Levelofdevelopment• Interest• Success

Top tip 9

Supportchildrenwithemotionalproblems.Helpthemby:

• Attention• Talk• Materials• Stories• Expression


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Section 4. The contribution of the early years provision to children’s Well-being

YoumayfindithelpfultorefertothesectionsofEarlyYearsOutcomesreferringtochildren’spersonal,socialandemotionaldevelopmentandpages11–14oftheevaluationschedule.Thissectionisabouthowyourcarepracticeshelpchildrenfeelemotionallysecureandensuretheyarephysically,mentallyandemotionallyhealthy.

Youshouldevaluatehowwellyouhelpchildren:

• formappropriatebondsandsecureemotionalattachmentswiththeircarers

• learntobehavewellanddevelopgoodrelationshipswiththeirpeers

• developthecharacteristicsofeffectivelearning.

Donotjustlistwhatyoudobutconsidertheimpactofyourcareonchildren’shealthydevelopmentbyconsideringwhether:

• practiceensureseachchildformsappropriatebondsandsecureemotionalattachmentswithcarers

• carepracticesensurechildrenarehappyandenjoywhattheydoing

• childrenarelearninghowtobehavewell,playcooperativelyanddeveloptheirindependence

• carepracticesandroutinessuchasnappychangingareusedtosupportchildren’sall-rounddevelopmentandWell-being

• practitionersencouragechildrentoexploretheirsurroundingsandusetheirimagination

• practitionershelpchildrentotalkandplaywitheachotherandtheadultsthatcareforthem

• practicehelpingchildrentodevelopanunderstandingoftheimportanceofphysicalexerciseandahealthydiet

• childrenarepreparedfortheirtransitionwithinthesetting,intootherearlyyearssettingsandintomaintainednurseryprovisionand/orreceptionclass.

Ofsted Evaluation Schedule 2013


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Increased access to spontaneous movement play has substantial benefits for children’s Well-being. Children who are supported to learn on the move are more involved in their learning, communicate more, are more confident and more in touch with themselves.

ChildrenshowhigherlevelsofWell-beinginallareaswhentheyareinvolvedinmovementplay.Specifically:

• Inmovementplay,thereisasubstantialincreaseinlevel4and5scores,‘high’and‘extremelyhigh’(Leuvens5pointWell-beingscale)

• Theatmosphereintheclassroom/settingiscalmerwhenchildrenhaveaccesstoafreechoicemovementareaforatleastsomeofthetime

• Therearefeweraccidentswhenchildrenhaveexpandedopportunitiesforchildledmovementplayfromanearlyage

Five types of movement play

Floor play

Asbabiesandchildrenplayonthefloorontheirbacksthey:• BegintouncurlfromthecurledupletterCshape

theyhadinthewomb• Begintofindtheir‘ends’astheygrabtheirtoeswith

theirhandsDevelopasenseofinterestintheworldaround

• Developafeltsenseoftheirupperbodyandtheircentre(importantforwritinglateron)

Belly crawling

Thishelpsbabiesandchildrento:• Gainanaccuratesenseofhungerandfullness,

heatandcold• Buildanaccuratepainthresholdwhichhelpsthem

tostaysafe• Developopenhands(importantforfinemotorskills

lateron)

Crawling

Thishelpsbabiesandchildrento:• Developasenseofbalance• Stabilisehipandshouldersreadyforstanding• Developeyetrackingtheyneedtolooksmoothlyup

anddown(whichhelpsthemlatertoreadlinesinabook)

• Developtheabilitytosortandsiftinformation

Movement Play


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Push, pull, stretch and hang

Thesehelpbabiesandchildrento:

• Buildastrongsenseoftheirbody• Coordinatetheirmovement• Takesaferisksandbuildtheirconfidence• Learntotakecareofthemselvesandothers

Spinning, tipping, rolling and falling

Thesehelpbabiesandchildrento:

• Buildastrongsenseoftheirbody• Coordinatetheirmovement• Takesaferisksandbuildtheirconfidence• Learntotakecareofthemselvesandothers• Developbalance-physicalandemotional.Ensure

theireyescanfocuswell.Sortandorganiseinformationandbereadytolearn

Activities to promote movement play

Using Giant Elastics:

• Stretchtheelasticoutintoabigcirclebystandinginsidewithelasticaroundmiddlesandwalkingbackwardsorforwardsorbystandingoutsidetheringandpullingwithhandswhilemovingbackwards

• Canwemakeasmallcircle,abigcircle,2circles,alongthinshapeetc

• Passtherope/ribbon-Verylooselytieapieceofropeorribbontoformacircularlooparoundtheelastic.Childrenmovetheelasticupanddowntotrytogettherope/ribbontotravelallthewayaroundthecircleofelastic

• Flingthering-Standinabigcircleandexplainthatyouwillcountslowly,‘1...2...3...FLING!’Ontheword‘fling’thechildrenletgooftheelastic.Explainthatifthechildrenhavereallygood‘listeningskills’and‘followinstructions’reallywellthattheringwilllandinthecentreofthecircle!Showchildrenhowtoholdtheringwiththeirpointerfingersandthumbsonlyaslittlechildrenhavetroubleuncurlingtheirhandsfromagraspingpositionintimetoflingandmaygethitbytheringinstead

• Tieayellowribbon-Tieacolouredribbonquitetightlyontotheelastic.Playmusicandpasstheelasticaroundthecirclefromhandtohand.Whenthemusicstopsthechildholdingthepieceofelasticwiththecolouredribbononithastomakeupanactionforeveryonetofollow

• FrogGame-Imaginetheelasticisapond.Allchildrentoholdontotheelasticinacirclecrouchingdown.Onechildistobethefroginthemiddle-theycaneitherwearafroghat-bandwithalaminatedfrogstucktoitorholdatoyfroginhand;

SingthesongbelowtothefirstfewlinesofTwinkleTwinkleFrog jumps up and frog jumps downFrog does a little dance all aroundMovementforchildrenholdingtheband-allchildrenraisebandup,liftbandbackdownFrog-jumpsup,jumpsbackdown,thenjigsaroundinsidethecircleRepeatwithnewverseFrog points up and frog points downFrog points to his friends all around.Movementforchildrenholdingtheband-allchildrenraisebandup,liftbandbackdownFrog-jumpsupandpointsupward,jumpsdownandpointsdown,thenpointstohisfriendsinsidethecircle


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• Coloursring-Tiedifferentcolouredribbons(1perchild)atintervalsalongtheelastic.Singsong“Passtheribbonsroundandround,roundandround,roundandround,passtheribbonsroundandround,untilIsaySTOP!”whilstpassingtheelastichandtohandaroundthecircleofchildren.Onthewordstop,thechildrenshouldholdtheribbonnearestthemselves.Thenadultchantsarhymesuchas:

If you have yellow shake one shoulder,If you have green march in place, If you have orange wriggle one thumb,Everybody bend at your waist,If you have blue wave your hand,If you have red pat your head,Then wriggle the ring, wriggle it, wriggle it, wriggle itPass it round again

Movement to music:

• Putonslowmusiceg.SaintSaens–TheElephantfromCarnivaloftheAnimalsandencouragethechildrentowalkaroundslowlyholdingonwithbothhands-moveclockwisethenanticlockwise

• Asabovebutchildrencansitandeitherrockfromsidetosideorforwardsandbackwards-adulttomakeitexplicitastowhatisgoingtohappenandneedstomodeltoensuretherearenobumpedheads

• Movementtosongs-Row,Row,RowyourBoat-childrensitonthefloorwithlegsoutstretchedincircleholdingelastic.Singthesongandrockbackwardsandforwards

• ChildrentoholdontotheelasticineachhandandgentlyrockforwardandbackwardswhilstsingingSee-SawMarjorieDaw

• Childrencrouchdownholdingontotheelastic-singthenurseryrhymeHalfaPoundofTupennyRye-bobupanddownintimetotherhyme,allstaydownuntilsomebodyshouts-Pop,goestheweasel-allthechildrenjumpup

• RingaRingORoses-Standinabigcircleholdingtheelastic.Walkorskiparound.Allfalldownattheendandthengetupandgointheotherdirectionforthesecondverse

• HokeyCokey-Usetheelastictoholdinsteadofholdinghands

• GrandOldDukeofYork-Allstandoutsidetheringandholdtheelastic,marcharoundinacircletothespeedofthelyrics.Whenthelyricssay“top”,“down”,“up”,or“halfway”puttheringattheappropriatelevel

• InandOuttheDustyBluebells-Childrentoholdontothering,lifthandsup,singsongandonechildrenweaveinandout

Using Lycra sheets:

• Childrentoholdallcornersandsides,moveitupanddownwhilsttryingtokeepaballorsofttoyontopofit.Aphotographofthechildcanalsobeplacedofachild,familymemberetc

• Howbigcanwemakethelycra?• Childtohideunderneaththelycrasheet.Children

andpractitionerstoholditdownandsingasimplesong-makeupatune-childunderthelycratowriggleaboutandmakeshapesWhereisHannahhiding,hiding,hiding?WhereisHannahhiding?Let’shavealook!Afterlastlineissung,thelycrasheetisraisedandallchildrenaretojumpuptorevealthehiddenchild

• Placethelycraonthefloorandaskachildtolieinthemiddle-practitionerstoholdthecornersandencouragethechildtorollfromsidetoside

• Childrentoholdontothesidesandgentlyallpullbackaftersaying1,2,3,GO!

• Childrentoholdthecornersofthelycraandletitgentlyswingbackwardsandforwardswithatoydoll,softtoyetcinit


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• Placethelycraonthefloor,childliesontopontheirstomachpretendingtoswim,whilstthechildrenwaftthematerialupanddown

• Usingfivesofttoymonkeys-bouncemonkeysontheLycrasheetheldbythechildrenwhilstsinging-5littlemonkeysbouncingonthebed-Monkeystobeknockedoffoneatatime.

• Collectleavesduringautumn-singthesongbelowtothetuneofLondonBridge

See the leaves are tumbling downTumbling Down, Tumbling DownSee the leaves are tumbling downNow it’s Autumn

Five Little BirdiesFive bird finger puppets or bird soft toy puppets needed

One little birdie flew and flew - shake Lycra with one bird

Along came another one and that made two One… Two… - lift Lycra up high together twice, while counting

Two little birdies, busy as could be - shake lycra with two birds Along came another one and that made three One… Two… Three… - lift Lycra up high together three times, while counting

Three little birdies wanted one more Along came another one and that made four etc Four little birdies glad to be alive Along came another one and that made five etc Five little birdies flying very high

Flapping wings and soaring, up in the sky - shake lycra madly and watch those birds fly off!

Using Scarves and Streamers:

• Provideslowcalmmusicforchildrentomovetoandswirlscarvesabout

• Takestreamersoutsideonawindyday• Useonestreamerortwo,makecirclesmovingarms

forwardsandbackward• Encouragechildrentomovethescarvesup/down/

totheside/snakelikeonthefloor/swirlabovetheirheads

• Scarvescanbeheldinthechild’shandorattachedbylooselytyingthemtothechild’swrist

Homemadestreamers-Attachtwoorthreelengthsofcolourfulribbonroughlyonemeterlongtohairscrunches


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Showing Empathy

• Toshowempathyistoidentifywithanother’sfeelings

• Itistoemotionallyputyourselfintheplaceofanother

• Theabilitytoempathiseisdirectlydependentonyourabilitytofeelyourownfeelingsandidentifythem

Empathy DollsIntroducing the Empathy Doll in the setting

Thisprocessneedstobeplanned,thedollneedstobecomeanintegralmemberofthesettingandparticipateinalltheactivitiesthechildrendosuchassnacktime,outdoorplayandtoileting.

• Introducethedollbyaseriesofshortvisitssothedollcansettlein

• Ateachvisitgivethechildrenalittlemoreinformationaboutthedoll

• Makesurethedollhaseverythingthechildrenhavee.g.coatpeg,basket,selfregistrationphoto

• Makethedollavisibleandprominentmemberofthesetting


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Developing Your Empathy Doll’s Story

Yourempathydollisauniquememberofyourgroupandsoshouldhavetheirownstory.Thisshouldberecordedandsharedwithalladultswhohavecontactwiththesetting;itshouldbeaddedtoandkeptuptodate.Thingstodecidepriortointroducingtothesetting.

Name:

Birthday:

Family Background:Considerparents/carersinformationDotheyhaveanysiblings,Grandparentsandextendedfamily?Wheredotheylive,wholiveswiththemandwhatsortofhousedotheylivein?Whatdothefamilymembersspendtimedoing?Dotheyhaveajoboranyhobbiesthatwouldbegoodtoinclude?

Likes and Dislikes:Tocreatearoundedpersoneveryonehassomethingsthattheylikeanddon’tlikeandweneedtoacknowledgethis.

Things we are good at and things we are not so good at:Thinkabouthowthisisphrased,everyonehasstrengthsandthingstheyfinddifficultsoinsteadofsaying‘He’sgoodatplayingonthebikebutnotsogoodatsharing’youcouldsay‘He’sgoodatplayingonthebikesandistryingreallyhardtosharehistoyswiththeotherchildren’


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The adult that promotes high Well-being:• Sharesthoughtsandexperiences• Makeseyecontact• Isaffectionate• Buildstrustingrelationshipswithfamilies• Developsapositiveemotionalandphysicalenvironment

Ideas to develop your practice to further support young children’s emotional Well-being

Someideasforyoutodevelopinyoursetting:

• Developamovementplayarea• Planafocusedmovementplayactivityeachweek• Developtheuseofspecificandpositivepraise• UseanEmpathyDollasamemberofyoursetting• Runaparentworkshoponsupportingchildren’semotionaldevelopment• Changeanareaofyourprovisionoryourroutineoftheday


A people place………

Ifthisisnottheplacewheretearsareunderstood,wheredoIgotocry?Ifthisisnotaplacewheremyspiritscantakewing,wheredoIgotofly?Ifthisisnotaplacewheremyquestionscanbeasked,wheredoIgotoseek?Ifthisisnotaplacewheremyfeelingscanbeheard,wheredoIgotospeak?Ifthisisnotaplacewhereyou’llacceptmeasIam,wherecanIgotobe?IfthisisnotaplacewhereIcantrytoandlearntogrow,wherecanIjustbeme?William J. Crocker


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A Motivational Story with Wisdom:The Professor and the Jar By Author Unknown

AProfessorstoodbeforehisphilosophyclassandhadsomeitemsinfrontofhim.Whentheclassbegan,wordlessly,hepickedupaverylargeandemptymayonnaisejarandproceededtofillitwithgolfballs.Hethenaskedthestudentsifthejarwasfull.Theyagreedthatitwas.

SotheProfessorthenpickedupaboxofpebblesandpouredthemintothejar.Heshookthejarlightly.Thepebblesrolledintotheopenareasbetweenthegolfballs.Hethenaskedthestudentsagainifthejarwasfull.Theyagreeditwas.

TheProfessornextpickedupaboxofsandandpoureditintothejar.Ofcourse,thesandfilledupeverythingelse.Heaskedoncemoreifthejarwasfull.Thestudentsrespondedwithaunanimous“yes.”

TheProfessorthenproducedtwocupsofcoffeefromunderthetableandpouredtheentirecontentsintothejar,effectivelyfillingthespacebetweenthegrainsofsand.

“Now,”saidtheprofessor,asthelaughtersubsided,“Iwantyoutorecognisethatthisjarrepresentsyourlife.Thegolfballsaretheimportantthings-yourfamily,yourchildren,yourhealth,yourfriends,andyourfavouritepassions-thingsthatifeverythingelsewaslostandonlytheyremained,yourlifewouldstillbefull.

Thepebblesaretheotherthingsthatmatterlikeyourjob,yourhouse,andyourcar.Thesandiseverythingelse-thesmallstuff.

“Ifyouputthesandintothejarfirst,”hecontinued,“thereisnoroomforthepebblesorthegolfballs.Thesamegoesforlife.Ifyouspendallyourtimeandenergyonthesmallstuff,youwillneverhaveroomforthethingsthatareimportanttoyou.Payattentiontothethingsthatarecriticaltoyourhappiness.Playwithyourchildren.Taketimetogetmedicalcheckups.Takeyourpartnerouttodinner.Playanother18.Therewillalwaysbetimetocleanthehouseandfixthedisposal.“Takecareofthegolfballsfirst,thethingsthatreallymatter.Setyourpriorities.Therestisjustsand.”

Oneofthestudentsraisedherhandandinquiredwhatthecoffeerepresented.TheProfessorsmiled.“I’mgladyouasked.Itjustgoestoshowyouthatnomatterhowfullyourlifemayseem,there’salwaysroomforacoupleofcupsofcoffeewithafriend.”


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Further Documentation


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Summary of Assessment Documentation

Photographs

Childinitiatedactivitiese.g.role

play

Gettingtoknowme–and

‘Buildingapicture’forAssessment

Significantcommentsfromspontaneousobservations

Writtenreportsonthepractitionersknowledgeofthechild

Portfolios

Significantcomments

fromplannedobservations

Videorecording

LearningStories

Samplesofchildren’swork

Previousrecordsfromother

settings

TranscriptsofConversations

Taperecordings

PostIts


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CUMBRIA EARLY YEARS PROGRESS CHECK BIRTH-36 MONTHS Name Date Age

Communication and Language Personal, Social and Emotional Development Listening and attention; understanding; speaking Self confidence and self-awareness; Making

relationships; managing feelings and behaviour

ListeningandAttention Self-confidenceandself-awareness0-11 8-20 16-26 22-36 30-50 40-60+ ELG 0-11 8-20 16-26 22-36 30-50 40-60+ ELG

Understanding Makingrelationships0-11 8-20 16-26 22-36 30-50 40-60+ ELG 0-11 8-20 16-26 22-36 30-50 40-60+ ELG

Speaking Managingfeelingsandbehaviour0-11 8-20 16-26 22-36 30-50 40-60+ ELG 0-11 8-20 16-26 22-36 30-50 40-60+ ELG

Physical Development Characteristics of Learning Moving and handling; Health and self-care Playing and exploring:

Active Learning

Creating & thinking critically

MovingandHandling0-11 8-20 16-26 22-36 30-50 40-60+ ELG

Healthandself-care0-11 8-20 16-26 22-36 30-50 40-60+ ELG

Next steps to support learning and development

Parent(s) signature(s) / comment Key Person signature

Moderated by:


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CUMBRIA EARLY YEARS PROGRESS CHECK 36 + MONTHS Name Date Age

Communication and Language Personal, Social and Emotional Development Listening and attention; understanding; speaking Self confidence and self-awareness; Making

relationships; managing feelings and behaviour

ListeningandAttention Self-confidenceandself-awareness

0-11 8-20 16-26 22-36 30-50 40-60+ ELG 0-11 8-20 16-26 22-36 30-50 40-60+ ELG

Understanding Makingrelationships0-11 8-20 16-26 22-36 30-50 40-60+ ELG 0-11 8-20 16-26 22-36 30-50 40-60+ ELG

Speaking Managingfeelingsandbehaviour0-11 8-20 16-26 22-36 30-50 40-60+ ELG 0-11 8-20 16-26 22-36 30-50 40-60+ ELG

Physical Development Characteristics of Learning Moving and handling; Health and self-care Playing and exploring:

Active Learning

Creating & thinking critically

MovingandHandling0-11 8-20 16-26 22-36 30-50 40-60+ ELG

Healthandself-care0-11 8-20 16-26 22-36 30-50 40-60+ ELG


Parent(s) signature(s) / comment Key Person signature

Moderated by:


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Literacy Mathematics Reading; Writing Numbers; Shape, space & measures

Reading Numbers0-11 8-20 16-26 22-36 30-50 40-60+ ELG 0-11 8-20 16-26 22-36 30-50 40-60+ ELG

Writing Shape,space&measures0-11 8-20 16-26 22-36 30-50 40-60+ ELG 0-11 8-20 16-26 22-36 30-50 40-60+ ELG

Understanding the world Expressive arts and design People and communities; The world; Technology Exploring and using media and materials; Being

imaginative

Peopleandcommunities0-11 8-20 16-26 22-36 30-50 40-60+

ELGTheworld Exploringandusingmediaandmaterials0-11 8-20 16-26 22-36 30-50 40-60+ ELG 0-11 8-20 16-26 22-36 30-50 40-60+ ELG

Technology Beingimaginative0-11 8-20 16-26 22-36 30-50 40-60+ ELG 0-11 8-20 16-26 22-36 30-50 40-60+ ELG


Parent(s)/Carer(s) signature/comment


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Incidental Observations

This sheet may be used to record the following types of observation: Participant observation – carried out while you are playing and working with children. Incidental or spontaneous observation – things you noticed happening which you felt were significant

and should be noted down. Planned observation – where you stand back to watch a child. These planned observations usually last for

anything from between three and 10 minutes. You may want to use a focused/long observation sheet for a planned observation.

Name of Child: Date: Time: Name of Observer: It is useful to gather observations from a range of staff, not just a key person.

Child-initiatedactivityAdult-focusedactivityGrouptime(circle/highlight one)SolitaryPairSmallgroup(3-5)Largergroup (circle/highlight one)

IndoorsOutdoors (circle/highlight one)Area:Roleplay,maths,writing,smallworld,homecorner,computer/ICT,listening,book,construction,malleable,creative,water,sand,snack,bathroom,climbingOther:

Observations need to be made over time, in different situations and different times of the day to capture a breadth of learning and development. Observation notes:

If you normally record your short observations on post-it notes or stickers this is where to place it.

Observation describes the process of watching children in our care, listening to them and taking

note of what we see and hear. Be careful to record what you actually saw and/or heard. Do not write assumptions into your

observation and do not allow preconceptions to influence what you have observed. Note significant and/or unusual observations. They should be about what a child can do, brief,

precise and valuable to those who will use them to inform planning. Photos and recordings could be linked to an observation. This can be a good way of sharing

observations with children and their parents. Observation links – characteristics of effective learning

Reflect on the learning characteristics shown by a child. It is important to reflect upon how a child learns, and not just what they learn.

Playingandexploring–engagementFindingoutandexploringPlayingwithwhattheyknowBeingwillingto‘haveago’

Activelearning–motivationBeinginvolvedandconcentratingKeepingtryingEnjoyingachievingwhattheysetouttodo

Observation links – areas of learning and development

PrimeAreas:PSEDPDCLSpecificAreas:LMUTWEAD

Aspect/s:Remember, stage not age – children will not be in one age band across all the areas of learning and development. This is also the same when we consider the aspects within a single area of learning and development.

Incidental ObservationsThissheetmaybeusedtorecordthefollowingtypesofobservation:

• Participant observation –carriedoutwhileyouareplayingandworkingwithchildren.• Incidental or spontaneous observation –thingsyounoticedhappeningwhichyoufeltweresignificant

andshouldbenoteddown.• Planned observation – whereyoustandbacktowatchachild.Theseplannedobservationsusuallylast

foranythingfrombetweenthreeand10minutes.You may want to use a focused/long observation sheet for a planned observation.


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Creatingandthinkingcritically–thinkingHavingtheirownideasMakinglinksChoosingwaystodothings

Level of Involvement:12345

Involvement is a quality of human activity that can be recognised by concentration and persistence. It is characterised by motivation, interest and fascination, openness to stimuli and intense mental activity, deep satisfaction and a strong flow of energy.

Level of Well-being:12345

Each child’s Well-being has a very strong influence on the way the child develops, including their ability to learn, to communicate, their behaviour, their curiosity and their ability to cope with new experiences.

Assessment

What does this show us about a child’s learning and development? Analysing observations is vitally important otherwise there is no point in doing them. It is important to make thorough observations, taking time to think about what you have seen and

heard, because the decisions that you then make affect the planning to meet individual and/or group needs and have a very real impact on the Well-being of the child.

A child’s response during a single activity is not always an accurate or reliable guide to competence. There needs to be caution about conclusions drawn on the basis of one activity alone.

Are children involved in discussing their achievements? Implications for future planning/Next steps:

If practitioners are going to plan effectively for children’s next steps in learning, they need to know exactly what children have already learnt and how they like to learn. Observation is the key to this.

Build upon a child’s interests.


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NameofChild:Rebecca 1 year, 7 months

Date:5th September 2012

Time:9.20am

NameofObserver:CAC

Child-initiatedactivityAdult-focusedactivityGrouptime(circle/highlight one)

SolitaryPairSmallgroup(3-5)Largergroup (circle/highlight one)

IndoorsOutdoors (circle/highlight one)

Area:Roleplay,maths,writing,smallworld,homecorner,computer/ICT,listening,book,construction,malleable,creative,water,sand,snack,bathroom,climbingOther: Cosy Corner

Observationnotes:

Matched the pieces of an animal inset puzzle to the picture by placing the animals on top of the right pictures. Self-corrected a couple of times.

Observation links – characteristics of effective learning






Aspect/s:Shape, space and measure (16-26) – attempt to fit shapes into spaces on an inset board.

LevelofInvolvement:12345 LevelofWell-being:12345Assessment(what does this show us about a child’s learning and development?)

Interested in matching independently with no adult prompting and was able to correct herself.

Implicationsforfutureplanning/Nextsteps:

Develop her interest in matching.


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NameofChild:Billy 3 year, 11 months

Date:5th October 2012

Time:3.15pm

NameofObserver:CW




Area:Roleplay,maths,writing,smallworld,homecorner,computer/ICT,listening,book,construction,malleable,creative,water,sand,snack,bathroom,climbingOther:

Observationnotes:

In the role of waiter Billy said, “They need chapadums” while holding up two chopsticks. Adult: “Do you mean chopsticks?” “Yeah” said Billy, “Silly me! Chopsticks!”







Aspect/s:Speaking (40-60+) – begin to use talk to pretend imaginary situations. People and communities ( 30-50) – enjoy role play with peers.


Really grasping well at the new vocabulary here, although got into a bit of a muddle with the right new words; saw the funny side of it!


Introduce proper names for familiar Chinese foods and other kitchen/eating tools.


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NameofChild:Samuel 2 year, 8 months

Date:5th September 2012

Time:9.20am

NameofObserver:KM




Area:Roleplay,maths,writing,smallworld,homecorner,computer/ICT,listening,book,construction,malleable,creative,water,sand,snack,bathroom,climbingOther: Cooking activity

Observationnotes:

Joined in a planned cooking activity. Interested in cutting courgettes, initially supported by staff then independently. Sustained this activity for much longer than usual.







Aspect/s:Moving and handling (30-50) – engaged in activities requiring hand-eye coordination; use one-handed tools and equipment.


This seems a very good choice of activity to build up his sustained concentration – he was obviously involved at a deep level. Maybe using tools is the important aspect to sustain interest or build skills? Or is it the link with home?


Provide tools such as play knives and scissors with other materials such as clay, playdough and more cooking. Ask Mum about his involvement in cooking at home.


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NameofChild:Jasmine 9 months

Date:5th October 2011

Time:11.15am

NameofObserver:SG




Area:Roleplay,maths,writing,smallworld,homecorner,computer/ICT,listening,book,construction,malleable,creative,water,sand,snack,bathroom,climbingOther: Cosy Corner

Observationnotes:

Sat in front of the mirror smiling at her image and showing signs of excitement, waving her arms.







Aspect/s:Understanding (8-20) Speaking (8-20)


Excited by and responding to reflection.


More play with mirrors of different dimensions and peep-a-boo games.


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Guidance for Focused Activity PlanActivity: Thenameoftheactivity Date(s): Adult(s) leading: Groupings:

What we want the children to learn linked to the EYFS:

Writeashortdescriptionofwhatthechildrenwilllearnandnotethemainarea(s)oflearningitcoverse.g.PSED/CL

What the activity or experience will look like:

Writeadetailedstepbystepdescriptionoftheactivity.

• Thinkaboutaninterestingstimulustointroduceyouractivity;• Thinkaboutgivingthechildrentimetoexploretheresources;• Makesureyouractivityisinteractiveandplayful;• Howwillyouroundofftheactivity?• Willchildrenhaveopportunitiestopractiseanddeveloptheirlearning?

Resources we will use:

Listalltheresourcesyouwillneed.

How we will adapt the activity for different children:

Writetheinitialsofthechild(ren)whomayneedextrasupportormayneedtheirlearningextending.Writenexttotheinitialswhatyouwilldotomeetthechild(ren)’sneeds.

What we will do to support the children’s learning:

Thinkaboutwhattheadultcandotosupportthechildren.Thiscouldinclude:

• Showingthemhowtousetheresources;• Talkingabouttheexperiences;• Askingquestions;• Introducingnewvocabulary;• Introducingachallenge.

How the activity went / next possibilities:

Thiscouldinclude:

• Whatdidthechildrenlearn?• Whichchildrenneedmoreexperienceslikethis?• Whichchildrenneedtomoveonintheirlearning?• Didtheadultsupportthechildreneffectively?• Howdidthechildrenrespondtotheactivity?• Werethechildreninterestedintheactivity?• Didthechildrenenjoyit?• Arethereanyactivitiesthatyoucanincludeinyourprovisionnextweektogivechildren

opportunitiestopractisetheirlearning?


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2-4 year old example

Focused Activity PlanActivity: Build a zoo and sort the animals Date(s): Adult(s) leading: SH MC MC Groupings: 4 children per group

What we want the children to learn linked to the EYFS:

• To use the vocabulary of size (M)• To sort the animals by their type and size (M/UW)• To talk about how and why they have sorted their animals (CL/M)

What the activity or experience will look like:

• Remind the children about SP’s photograph she brought in of the lemur from the zoo and have the copy of the story we shared ‘Dear Zoo’.

• Get a piece of paper and write a label- ‘The Zoo’ and ask a child to help stick it to the tray.• Ask the children to build enclosures for the animals and add them to the zoo.• Get the animal box and encourage the children to sort the animals by their type, putting them into

separate enclosures.• Talk about the different sizes and reasons for sorting the animals whilst playing with them.• Encourage the children to add natural materials to their enclosures. Talk about their choices with them.

Resources we will use:

• SP Photograph and Dear Zoo book.• Duplo• Zoo animals

How we will adapt the activity for different children:

P.J – individual support to help build the enclosure.L.G/H.M – use of gestures to accompany the vocabulary big and small.M.C- encourage her to explore the concept/vocabulary medium/middle sized.

What we will do to support the children’s learning:

• Pay alongside the children using the names of the animals• Introduce and model the mathematical language of comparing size• Encourage the children to talk about size whilst playing with them• Ask questions - How have you sorted your animals? - Tell me why you have put that one there? - Are your animals all the same?• Key vocabulary we will use -big, small, large, tiny, huge, the same as, different, sort.

How the activity went / next possibilities:

AllchildrenexceptRS,MT,LGshowedunderstandingofbigandsmallandusedthecorrectvocabularyforthis.Readytomoveontomiddlesizednexttime.Nextweek-treasurehuntoutdoorscollectingobjectswhichcanbesortedintobucketsofbig,middlesizedandsmall.AdultstojoinRS,MT,LGintheirselfchosenplayandreinforcetheconceptsofbigandsmall.MCunderstandsmiddlesized—tomoveontoorderingbysize.TalktoMC’sparentsaboutactivitiestheycouldsupportMCwithathome.Planforthezootobeinthesmallworldareanextweek.

• Builders tray• Natural materials- leaves, twigs, leaves, sand


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