1. Childminders EYFS Training

2. Communication and Language
Playing and exploring – engagement
Finding out and exploring
Playing with what they know
Being willing to ‘have a go’
Creating and thinking critically – thinking
Having their own ideas
Making links
Choosing ways to do things
Literacy
Communication and Language
Mathematics
Personal Social and Emotional
Expressive Arts
Physical Development
Understanding the World
Active learning – motivation
Being involved and concentrating
Keeping trying
Enjoying achieving what they set out to do

3. Understanding and Supporting emotional development
VC &VJ
Attachments PSED CL
Interactions
Sensory, environment, resources
Routines PD

4. What PSED means for children
For children, being special to someone and well cared for is vital for their physical, social and emotional health and well-being.
Being acknowledged and affirmed by important people in their lives leads to children gaining confidence and inner strength through secure attachments with these people.
Exploration within close relationships leads to the growth of self-assurance, promoting a sense of belonging which allows children to explore the world from a secure base.
Children need adults to set a good example and to give them opportunities for interaction with others so that they can develop positive ideas about themselves and others.
Children who are encouraged to feel free to express their ideas and their feelings, such as joy, sadness, frustration and fear, can develop strategies to cope with new, challenging or stressful situations
PSED-involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others ;to develop social skills and learn how to manage their feeling;
to understand appropriate behaviour in groups; and to have confidence in their own abilities
(Revised statutory framework paragraph 1.6)

5. Amazing babies (we know so much now!)

6. 80% of brain cell development takes place by age 3
‘The large human brain and therefore human head size requires the baby be born earlier than other mammals in order that it can be physically delivered. The brain then grows outside the womb, over the 0-3 year period….It is in that delicate and vulnerable period that our lives can be made or not.’
80% of brain cell development takes place by age 3
‘All parents and carers need to know how to, ‘recognise and respond to a baby’s cues, attune with infants and stimulate them from the very start
‘Families in the Foundation Years’ (Frank Field 2010)

7. The cornerstone of high quality provision for babies and young children is the quality of their relationships with significant adults

8. Every experience impacts on brain development
Primary caring relationships are key
Key relationships impact on the emotional development of the young child
This change in brain structure has long term impacts on the child's development
what children experience becomes who they are

9. The science…. How Early experience changes the actual structure of the brain
Brain development is "activity-dependent," meaning that the electrical activity in every circuit shapes the way that circuit gets put together.
Every experience a baby has stimulates certain neural circuits and leaves others inactive. Those that are consistently turned on over time will be strengthened, while those that are rarely excited may be dropped away.
The elimination of unused neural circuits, also referred to as "pruning," may sound harsh, but it is generally a good thing. It streamlines children's neural processing, making the remaining circuits work more quickly and efficiently.
You tube clip

10. Spot any key characteristics in action?
So as the synapses in a child's brain are strengthened through repeated experiences, connections and pathways are formed that structure the way a child learns. If a pathway is not used, it's eliminated . When a connection is used repeatedly in the early years, it becomes permanent. For example, when adults repeat words and phrases as they talk to babies, babies learn to understand speech and strengthen the language connections in the brain. Lets watch Ruby
Spot any key characteristics in action?

11. “The way children feel about themselves is learnt…positive self esteem depends upon whether children feel that others accept them & see them as competent & worthwhile.” (Siraj-Blatchford 1994)
This 6 week old infant is already capable of imitating joy, sadness, and surprise as is manifested by his caretaker’s expression.
Lets look at a dad getting attached to orson clip 1 at 2 weeks clip 2 at 5months ‘mirroring’

12. Personal, social and emotional development is fundamental to all other areas of development and learning.
Emotional
regulation only
gradually increases
throughout
childhood
It is arguably children's emotional intelligence - the ability to recognise and control their own feelings as well as to respond to the feelings of others - that plays a much greater part in determining their later success
(Goleman 1996).
In the first 3 years
the brain is most
concerned with:
-Emotional regulation
-The development of
personhood
-Understanding others.
Feelings start to become conscious at around 6 months old and it takes about 2 years before synapses reach their maximum density.
Watch USA toddler brain dev DVD – discuss after what the issues are in their settings relating to the provision for 2 year olds and feed back what they are hoping to develop though being on this course

13. When things go wrong!
Babies and young children can become stressed if their caregivers lack responsiveness to their emotional and physical needs.
Their bodies will release cortisol at times of stress, affecting the brain by impeding the development of connections between brain cells. It is these connections that are needed for successful future development and learning Vc
Research about the detrimental affect of stress on babies
Secure-Able to separate and will seek help when frightened. When parent returns they meet with positive emotions, and child prefers parent to strangers. As an adult have trusting, lasting relationships and tend to have good self esteem.
Insecure attachment:
Ambivalent-wary of strangers, greatly upset and distressed when left by parents. Fail to settle and can be angry and reluctant to warm to carer or play alone. As adults reluctant to be close to others. Distraught when relationships end.
Avoidant- Little or no distress on departure and no visible response on return. Do not seek comfort from parent or preference between strangers. As adults problems with intimacy or revealing feelings.
Disorganised-Avoidant and resistant behaviours. freezing, rocking. As adults absent and difficult to maintain relationships.
In order to develop secure attachment relationships, babies need their primary caregiver to be able to recognise and understand their behaviour and feelings, and respond appropriately.
This capacity is known as parental reflective function

14. Key person – attachment matters most

15. Bonding or Attachment
Bonding refers to the parents feelings of love for the infant, and good bonding helps parents to respond sensitively to infants in a ways that promotes their attachment
Attachment refers to the infants need for security and safety from the parent

16. Bonding or Attachment
Bonding refers to the parents feelings of love for the infant, and good bonding helps parents to respond sensitively to infants in a ways that promotes their attachment
Attachment refers to the infants need for security and safety from the parent

17. Attachment [1]
Biological system – activated by stress and goal of reducing arousal and restoring security
Two core behavioural systems:
- PROXIMITY seeking – seeking security
when hurt or upset
- SEPARATION PROTEST – crying when
separated from safety figures

18. Attachment [2]
Parents
- SAFE HAVEN: ‘If I am upset, I can run to mum and she will comfort me’
- SECURE BASE: ‘I am secure enough in my relationship with my mum to be able to begin to take an interest in the world around me and to explore it’

20. The importance of attachment’
Secure-Able to separate and will seek help when frightened. When parent returns they meet with positive emotions, and child prefers parent to strangers. As an adult have trusting, lasting relationships and tend to have good self esteem.
Ambivalent-wary of strangers, greatly upset and distressed when left by parents. Fail to settle and can be angry and reluctant to warm to carer or play alone. As adults reluctant to be close to others. Distraught when relationships end.
Avoidant- Little or no distress on departure and no visible response on return. Do not seek comfort from parent or preference between strangers. As adults problems with intimacy or revealing feelings.
Disorganised-Avoidant and resistant behaviours. freezing,rocking. As adults absent and difficult to maintain relationships.
Show Ainsworth stranger test

21. The main focus of children's learning from birth to 3 is about who they are as people.
Young children are “person creating” (Stonehouse 1988), experimenting with their own and others ideas of who they are.
Children tune into the messages we give them constantly, these messages then help to shape their view of themselves, positive and negative
Still face experiment clip...

22. Which aspects of early interaction are important?
What then are key messages of the revised CHPP…about pregnancy. 22

23. Parent-infant interaction
Sensitivity and responsiveness
Parental attunement and mirroring
Parental mind-mindedness
Home learning environment

24. Parental sensitivity
Parents respond in a sensitive and timely way when the infant is distressed
They comfort the infant using their voice, touch and reassurance

25. Mirroring Parents face is the infants first mirror
Infants need the caregiver to ‘gently’ mirror the feelings that the infant is showing
This enables babies to begin to understand what they are feeling
Toddlers need adults around them to ‘name’ feelings for them

26. Mind-Mindedness
The ability of the parent to understand their baby’s behaviour in terms of the feelings that are underpinning it
Their ability to get to ‘know’ their baby in terms of what he or she likes or dislikes

27. Maternal Tutoring
Toddlers improve their ability to learn when mothers: (a) offer help only after the child has tried but failed to succeed and asks for help, (b) calibrate the appropriate help to the feedback from the child’s performance, (c) avoid intrusion, and (d) insure positive feedback and encouragement.

28. Other aspects of the home learning environment
Regular routines – bath, book and bedtime
Parent’s spending ‘quality’ time playing with children
Household chaos undermines children’s learning

29. Early Years Settings
Key worker – continuity of carer (Elfer et al 2003)
Nurturing and warm relationships
Teaching about feelings (Denham et al 2003)
Continuing professional development for staff in terms of supporting the emotional needs of young children and of themselves as professionals (Elfer, 2007)

30. Working with parents
Aim to increase a) parental sensitivity to infant/todler cues; b) increase parental mind-mindedness
‘talking for the child’ – I wonder if James is feeling…?
Share knowledge with the parents (e.g. explain about the importance of parents reading and playing with their toddler)
Model good practice
Talk to the HV if you have concerns

31. Practical techniques to offer to parents to help tune into their babies
needs:
Following baby's lead
Turn taking & waiting for a response
Animated facial expressions & positive body movements
One to one chats & mimicking sounds
Understanding behavioural states & awareness of stages of development
Encourage singing, rhymes, telling stories, reading books, treasure baskets ...
Still Touch & Containment for settling & soothing
Mindfulness, self awareness, sensitivity, empathy & respect
Massage techniques to help relieve wind, colic, reflux, constipation, teething...

32. Working with young children
All children need:
a: safe haven and a secure base from which to
explore
b: Mind-minded adult: respond to their
emotional needs
Gentle mirroring and verbalising to them what you think they are feeling
Naming and ‘talking about feelings’ helps children as young as 4 years (Evangelou et al 2009)

33. 3 key questions
What is the exact age and developmental stage of your child? (This may include ‘What are they trying to do at the moment, for example, learn to crawl, feed self, overcome difficulties getting to sleep, go out with their first girlfriend/boyfriend etc.?’)
2. What changes have taken place in your lives recently? (Parents need to consider all recent changes, no matter how big or small, for example, losing a child’s favourite cuddly toy, a young person breaking up with their
girlfriend/boyfriend.)
3. How well can your child communicate his or
her needs to you?

34. Intervention Environment
Biological-including Neuro-developmental/attachment style
Cognitive/Thoughts –
What is the child thinking Affect /Emotions & Feelings-
Behavioural-How does the child let you know what he feels and needs?

35. Common behaviours you may find challenging
Tantrums
Swearing
Biting
Will not follow adult requests
Very timid/withdrawn –will not engage with adults or other children
Clinging/crying when separating
Sleep and food issues
Conflict relsolution dvd

36. Do you encourage children to negotiate solutions to difficult issues?
High/ scope conflict resolution
Approach calmly
Acknowledge feelings
Gather information
Restate the problem
Ask for solutions and choose one
Be prepared to give follow up support