1. DEVELOPING EXCELLENCE TOGETHER Bite-size training Personal, Social and Emotional Development: Making relationships

2. DEVELOPING EXCELLENCE TOGETHER Aims and outcomes Participants to: know the early learning goal in relation to making relationships understand how to work with children to develop their capacity to make relationships know how the physical environment and resources support children in making relationships gain confidence in planning for this area of learning and development for children of different ages and stages.

3. DEVELOPING EXCELLENCE TOGETHER In advance Before the training session you will have read Handout 1: What quality looks like in practice: Personal, Social and Emotional Development: making relationships If you have not read the handout please inform the trainer.

4. DEVELOPING EXCELLENCE TOGETHER Step 1 (5 -10 mins) Read the early learning goal relating to making relationships: ‘Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.’ Think about what the early learning goal means in practice. Working in twos, think of three examples of activities to support children in making relationships which you do in practice, write them on post-it notes to share with the whole group.

5. DEVELOPING EXCELLENCE TOGETHER Making relationships in practice

6. DEVELOPING EXCELLENCE TOGETHER Step 2 (10 mins) In small groups of 3 or 4 discuss the following questions: Under 3s Do we know how effective our ‘settling in’ processes are for new children and families? How well do we understand the benefits of key person working and do we implement this approach well? Do we all feel confident in interacting with the parents of our key children? Should we spend more time building up a relationship with parents and helping them to understand how we work? 3-5s How could we spend more time talking together with children as a group, helping them to negotiate how the group will spend its day? Do we plan effectively for longer term projects based on children’s interests which encourage children to work together? Do we feel we are always consistent in how we interact with individual children, valuing each one as an individual? How could we find ways for the older children to build relationships by being more involved in some of the younger children’s activities?

7. DEVELOPING EXCELLENCE TOGETHER Feed back your ideas to your trainer

8. DEVELOPING EXCELLENCE TOGETHER Step 3 (5-10 mins) Thinking about what you read in Handout 1 and what you have learned today, work on your own to plan an activity which encourages the children you work with to collaborate with others. Share your ideas with a colleague.

9. DEVELOPING EXCELLENCE TOGETHER After the training After the training use Handout 3: Individual Action Plan to plan three or four things you will do in the next two weeks to improve your provision for Personal, Social and Emotional Development: Making relationships. Give your action plan to your trainer in the next seven days. Use Handout 2: Environment Audit to check how well you have arranged your indoor and outdoor spaces and resources to enhance opportunities to develop children’s skills in making relationships. Make a note of any changes you need to make or resources which need to be bought or replaced. Hand in the completed audits to your trainer.