Session 6

• Early years
• Further Education (Key Stage 5)

Performance Outcome 2

Develop relationships with children to facilitate their development. 

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Session 6 

T Level in Education &  Early Years 

Learning Objectives 

By the end of the session, all learners will be able to : 

1. Understand how to manage inappropriate behaviour in Early Years. 
2. Explain how managing self regulation can be linked to healthy brain maturity & assess statistical evidence of this. 
3. Explore how regulation varies in accordance to age & stage of development and how this can support holistic development.
4. Understand the requirements of assignment 3 exam and upcoming mock dates.

Starter - Mind map 

Mind  map the different approaches a Early Years educator may use to manage inappropriate behaviour. 

We will then share and collaborate on the board as a class. 

Starter - Mind map 

Mind  map the different approaches a 

Early Years educator may use to 

manage inappropriate behaviour. 

Involving children in setting rules and boundaries. 

Collaborative problem solving

Praise & encouragement

Apply rules fairly in your setting. 

Clarifying expectations 

Encourage self regulation 

Building positive relationships with children and practitioners.

Role Modelling expectations. 

Last session, we discussed the importance of self regulation in early years. (Session 5)

Lets share what we can remember?

• Rapid brain development is often influenced by the growth of self regulation in young children. 
• This often develops as young children grow and mature to enhance neural systems (neurological development) through opportunities present to them (birth to 5 Matters 2021: Gov.UK).
• Maturity wil continue to develop through adult hood but most prominently takes place in adolescence.
• As children's brain mature they develop the ability to understand, self motivate and develop complex skills. 

Co Regulation is significantly important to adopt, this if when educator, parents and carers work with the child to help them understand how they are feeling.

Depending on developmental stage, environmental circumstances, and individual differences, children

themselves have the capacity to fill their self-regulation 'bucket' to varying levels. However, for optimal

functioning, they require caregivers to provide co-regulation that fills the remainder of the bucket.

Why do you think there are 2 red circles on the diagram?

Babies: 

May suck a dummy or their fingers to self soothe. 

May utilise a comforter. 

Toddlers: 

Can understand some of their needs. 

May not understand how they are feeling. 

Pre - school:

Recognise certain behaviours in context (whispering at the library)

Primary school: 

Understand concepts of friendships better, 

Growing ability to control own wants and needs.

Can express how they are feeling in accordance to a situation that has occurred. 

Positive outcomes for self regulation.

- They are able to develop the ability to apply and respond to reasoning. 

- Regulate own self worth and increase in confidence by doing so. 

- Understand the reason for setting boundaries and rules. 

- Form meaningful relationships with others 

Co - operate effectively 

- Enagage in refined activities.

Can you think of any examples from own placement?

Assignment 3 example paper.

Lets spend time looking at an example exam paper for Assignment 3.

Recap: 

Assignment 3 - Part 1A: Complete observations in your placement in a timely manner. 

Assignment 3 - Part 1B:  1 hour self reflection. 

Assignment 3 - Part 2: Analysis on observations in the brief.

Mock exam date: 

Brief will be set on Friday 6th December 2024. Observation deadline Wednesday 11th December 2024 (hand to Manpreet)

Thursday 12th December - 9:30am (Part 1B)

Thursday 12th December - 2 hours (Part 2)