1. Personal, Social and Emotional Development Information meeting for Parents and Carers September 2015

2. There are seven areas of the Early Years Curriculum, three ‘prime’ areas and four ‘specific’ areas. Personal, Social and Emotional Development is a prime area. PSED is divided into three areas – making relationships making relationships self-confidence and self-awareness self-confidence and self-awareness managing feelings and behaviour managing feelings and behaviour

3. We aim to establish strong and positive links with children and families before they start school. We aim to establish strong and positive links with children and families before they start school. Children need to feel secure in their surroundings, confident in the relationships they form and valued as individuals in order to be successful learners. Children need to feel secure in their surroundings, confident in the relationships they form and valued as individuals in order to be successful learners.

4. Becoming an independent, resourceful and resilient learner - We encourage personal responsibility through everyday routines – We encourage personal responsibility through everyday routines – footprints footprints clothing and personal hygiene clothing and personal hygiene book bags and other personal possessions book bags and other personal possessions joining adult-led tasks and activities joining adult-led tasks and activities leading own learning through self- selection / choice / preference leading own learning through self- selection / choice / preference

5. Responsibility and independence disagreements do occur – often when sharing and taking turns disagreements do occur – often when sharing and taking turns children are supported to solve problems children are supported to solve problems making amends means saying sorry and knowing why making amends means saying sorry and knowing why

6. Langshott language – Langshott language – “That’s the right / wrong thing to “That’s the right / wrong thing to do” / “Stop, I don’t like it.” / “You have a choice.” do” / “Stop, I don’t like it.” / “You have a choice.” ( we never say naughty ) ( we never say naughty ) children move from ‘egocentric’ to ‘empathetic’ at different rates children move from ‘egocentric’ to ‘empathetic’ at different rates

7. Lunchtimes personal hygiene – toilet and hand wash personal hygiene – toilet and hand wash manners – please /thank you / may I … manners – please /thank you / may I … use of knife, fork and spoon / opening packets and wrappers independently use of knife, fork and spoon / opening packets and wrappers independently choices / preferences / trying new things choices / preferences / trying new things appreciation of others – thank you to the cook ! appreciation of others – thank you to the cook ! social interaction / talking quietly social interaction / talking quietly

8. Behaviour management CBG Catching them being good ! CBG Catching them being good ! Positive praise – “I really like the way you ……..” (labelling the behaviour, not the child) Positive praise – “I really like the way you ……..” (labelling the behaviour, not the child)

9. Proximity praise / using the child’s natural desire to please Proximity praise / using the child’s natural desire to please Using body language, facial expression and tone of voice Using body language, facial expression and tone of voice Eye contact ! Straightaway ! Eye contact ! Straightaway !

10. Clear expectations – “First time of asking.” Clear expectations – “First time of asking.” Quiet voices, gentle hands and Quiet voices, gentle hands and walking feet. walking feet. Direct instructions – Direct instructions – “Come and put your wellies away, “Come and put your wellies away, thank you.” thank you.” “Remember your self-control.” “Remember your self-control.”

11. Langshott star points - S elf-control T eam player A ttitude R espect

12. We aim to – make our instructions/expectations clear make our instructions/expectations clear allow children time to process instructions/requests allow children time to process instructions/requests remind children of expected behaviour remind children of expected behaviour

13. remind children of the consequences of their actions remind children of the consequences of their actions move them near an adult for a short ‘time out’ to think about what happened move them near an adult for a short ‘time out’ to think about what happened support children to make amends support children to make amends

14. How you can help to support your child Encourage your child to solve problems independently if possible Encourage your child to solve problems independently if possible Remind them to seek the support of adults in school if necessary Remind them to seek the support of adults in school if necessary Remember that you may not hear the full story ! We ask all children involved in any disagreement to share their viewpoint, and support them to develop empathy, remorse and self-control Remember that you may not hear the full story ! We ask all children involved in any disagreement to share their viewpoint, and support them to develop empathy, remorse and self-control

15. Learning Folder items Significant milestones - Significant milestones - making a new friend making a new friend coping with change / taking something ‘in their stride’ coping with change / taking something ‘in their stride’ using good manners without a prompt using good manners without a prompt facing a fear facing a fear enjoying a new experience enjoying a new experience playing cooperatively and taking turns playing cooperatively and taking turns showing kindness and consideration showing kindness and consideration