Belonging and connecting

The Aims and Principles A Stirling Perspective

Early Years Principles

• To empower the child as a learner

• To promote learning within a developmentally appropriate context, both inside and outside

• To reflect a commitment to the holistic way that children learn

• To establish a working relationship between parents/carers and other educators to support children’s learning

• To provide an enriching, interactive environment with people, places and things

• To value differences and similarities and celebrate individual cultures

• Curriculum Aims are:-The child will be enabled:

• To develop physically, emotionally and spiritually

• To develop warm interpersonal relationships

• To develop a sense of belonging

• To develop effective means of communication

• To develop strategies for leaning

Birth to Three

• Relationships

• Responsive Care

• Respect

Relationships

• Relationships are influential. They provide the basis for young children’s development and learning

Relationships

• Warm and secure relationships are of central importance where children are able to

• Communicate their needs and feelings

• Rely on others and build up a sense of security and trust

• Develop a positive sense of themselves and who they are

• Learn to interact in positive ways with others

• Develop the skills necessary to cope with conflict, challenges and new situations.

The key factors of resilience are

• Having the experience of coping with challenging situations

• Forming a positive relationship with an adult, not necessarily a parent, who is reliable and unconditionally supportive

• Having access to high-quality early years provision that takes account of the needs of the whole child

Belonging and Belonging and ConnectingConnecting

Jack and CharlotteJack and Charlotte

JackJack

This is Jack. He This is Jack. He has been has been attending Fallin attending Fallin Nursery since he Nursery since he was 11 months was 11 months old.old.

Jack is now 3 Jack is now 3

years old.years old.

CharlotteCharlotte

This is Charlotte. This is Charlotte. She has been She has been attending Fallin attending Fallin Nursery since she Nursery since she was 1½ years old. was 1½ years old.

Charlotte is now 2 Charlotte is now 2 ½ ½

years oldyears old

Exploring Paint in the Jewel Exploring Paint in the Jewel roomroom

We introduced Jack We introduced Jack

and Charlotte to foot and Charlotte to foot printing but Jack printing but Jack didn’t want to put his didn’t want to put his feet in the paint. feet in the paint. Charlotte observed Charlotte observed him and refused too. him and refused too. He became quite He became quite upset so we offered upset so we offered paintbrushes as an paintbrushes as an alternative.alternative.

Respectful RelationshipsRespectful Relationships

Jack is painting with Jack is painting with brushes and Charlotte brushes and Charlotte is observing.is observing.

He hands Charlotte He hands Charlotte the brush saying, the brush saying, “Charlotte, Charlotte, “Charlotte, Charlotte, Charlotte” Charlotte”

She takes the brush She takes the brush and starts to paintand starts to paint..

Belonging and connecting.

Learn to interact in positive ways with others.

Learn how to communicate their own needs and rights, within their intimate groups.

Forming mutually respectful relationships with close and familiar adults and children, through non-verbal communication.

Be accepted by and accepting of others, which further develops self confidence and positive relationships.

Communicate and interact

Explore their environment confidently.

Rely on others and build up a sense of security and trust.

These are the learning processes we think the children were working through.

HeatherbellHeatherbell

Jack and Jack and Charlotte have Charlotte have now made the now made the transition into transition into the Heatherbell the Heatherbell roomroom

Jack’s TransitionJack’s Transition

Visit the Heatherbell with Visit the Heatherbell with key workerkey worker

Meetings with key worker Meetings with key worker and parentsand parents

Provided familiar Provided familiar experiences and routinesexperiences and routines

Able to revisit familiar Able to revisit familiar people important to thempeople important to them

Effective ongoing Effective ongoing communicationcommunication

Charlotte’s TransitionCharlotte’s Transition

Charlotte’s Charlotte’s transition only transition only took a few days. took a few days. We feel the We feel the process was process was facilitated by facilitated by Jack’s presence Jack’s presence in the room. in the room.

Learning TogetherLearning Together

ImitatingImitatingBuilding confidenceBuilding confidenceFeeling safeFeeling safeDeveloping self- Developing self- esteemesteemDeveloping Developing relationshipsrelationships

Building relationships that Building relationships that encourage children to participate encourage children to participate

activelyactively

Working TogetherWorking Together

Jack – “Charlotte, you Jack – “Charlotte, you help, you help”help, you help”

Charlotte picks up the Charlotte picks up the

spade and starts to put spade and starts to put the sand in the bucketthe sand in the bucket..

Jack – “Fill it up again”Jack – “Fill it up again”

Jack – “It’s a sand castle”Jack – “It’s a sand castle”

Thinking about the Needs of OthersThinking about the Needs of Others

Jack and Charlotte are in Jack and Charlotte are in

the garden on the the garden on the tricycles. tricycles.

Jack – “A want aJack – “A want a helmethelmet”” Educator helps Jack with Educator helps Jack with

the helmet.the helmet.Jack – “Charlotte want one”Jack – “Charlotte want one” They continue to cycle They continue to cycle

around the garden around the garden following each other.following each other.

ObservationObservation

Jack and Charlotte were in the garden. Jack and Charlotte were in the garden. Charlotte had a ball. Charlotte had a ball. Jack came over to Charlotte and took the ball Jack came over to Charlotte and took the ball

from her. from her. Charlotte started to cry and Jack laughed. Charlotte started to cry and Jack laughed.

When he realised he had made her sad, his When he realised he had made her sad, his facial expression changed to a look of concern. facial expression changed to a look of concern.

Jack then walked over to Charlotte saying. Jack then walked over to Charlotte saying. ““Charlotte, ok, ok Charlotte?”Charlotte, ok, ok Charlotte?”

He then rubbed her head and touched her He then rubbed her head and touched her ponytail softly. ponytail softly.

Rhys came over and began to rub her arm and Rhys came over and began to rub her arm and pointed at the ball. pointed at the ball.

After a few minutes Charlotte decided she After a few minutes Charlotte decided she would play on a bike. would play on a bike.

Jack then decided to drop the ball and play on Jack then decided to drop the ball and play on a bike also. a bike also.

The Importance of The Importance of RelationshipsRelationships

“ “Relationships are influential. They are the Relationships are influential. They are the basis not only for effective learning but basis not only for effective learning but also for healthy development and also for healthy development and emotional wellbeing. Whether in the emotional wellbeing. Whether in the home, in early years setting or in wider home, in early years setting or in wider community, relationships are central community, relationships are central importance.”importance.”

(Birth to three, supporting our youngest children, Scottish Executive) (Birth to three, supporting our youngest children, Scottish Executive)

Children’s Learning and Children’s Learning and DevelopmentDevelopment

Develop Sense of Develop Sense of belongingbelonging

Sense of involvement/ Sense of involvement/ can join in and can join in and contributecontribute

Develop warm and Develop warm and reciprocal reciprocal relationshipsrelationships

To be listened to and To be listened to and communicate communicate

Learning about the Learning about the needs and feelings needs and feelings of othersof others

Developing a sense Developing a sense of selfof self

Trust and Trust and understandingunderstanding

ConfidenceConfidence

Accepting of others Accepting of others

Analysis Analysis

As a staff team we feel Jack and Charlotte are As a staff team we feel Jack and Charlotte are learning to become effective citizens for life-long learning to become effective citizens for life-long learning. Charlotte is gaining self respect and learning. Charlotte is gaining self respect and enjoyment from her achievements because Jack enjoyment from her achievements because Jack is giving her the confidence to try new is giving her the confidence to try new experiences. We as educators must recognise experiences. We as educators must recognise and respect the child’s preferred learning strategy and respect the child’s preferred learning strategy and accommodate changes and new learning and accommodate changes and new learning styles. The importance of group learning provides styles. The importance of group learning provides the child with the tools that are vital skills for life.the child with the tools that are vital skills for life.

Jack has moved into the 3-5 room, he has settled well Jack has moved into the 3-5 room, he has settled well and is confident to access all areas within the playroomand is confident to access all areas within the playroom

Charlotte is building new friendships with other children Charlotte is building new friendships with other children within the Heatherbell (2-3) roomwithin the Heatherbell (2-3) room

When Jack and Charlotte come together in nursery they When Jack and Charlotte come together in nursery they still have a special bond, as educators we feel this could still have a special bond, as educators we feel this could be due to the connection of the relationship they be due to the connection of the relationship they experienced in the early yearsexperienced in the early years

Where are we now?Where are we now?

Charlotte has now Charlotte has now moved into the 3-5 moved into the 3-5 room, Charlotte has room, Charlotte has settled well and is settled well and is confident to access all confident to access all areas within the areas within the playroom. Jack has playroom. Jack has welcomed Charlotte welcomed Charlotte into his social circle of into his social circle of friendsfriends

When Jack and Charlotte When Jack and Charlotte come together in nursery come together in nursery they still have a special they still have a special bond, as educators we bond, as educators we feel this could be due to feel this could be due to the connection of the the connection of the relationship they relationship they experienced in the early experienced in the early yearsyears

Next StepsNext Steps

Educators will continue to observe and document Jack & Educators will continue to observe and document Jack & Charlotte’s relationshipCharlotte’s relationship

Educators will record the children’s significant learning Educators will record the children’s significant learning and share it with the children and their familiesand share it with the children and their families

Key messages

• Key to making the most of children’s capabilities is the quality of the warm, affectionate and responsive relationships surrounding babies and young children. Children become confident, independent and most resilient where they are secure in the relationships around them.