Session 4

• Early years
• Upper Secondary (Key Stage 4)
• BTEC

Performance Outcome 2

Develop relationships with children to facilitate their development.

T - level in Education & Early Years 

Manpreet Phagura 

Session 4

Learning objectives

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

Explore the importance of self regulation in children (K2.6). 

Explain different factors than can affect children's behaviour (K2.7)

Create an information booklet for new parents, who are requiring support with strategies to support separation anxiety and transitions. (S2.14 & S2.15)

The importance of self identity

Making others around you feel valued with a high self worth is important. 

Often how we learn to regulate our emotions is reflected by other opinions of us. 

Activity: 

Everyone will stick a piece of paper on their backs. 

We will then all walk around and add 1 nice comment about that person to their paper. 

You must add to everyone's. 

How did that make you feel?

The importance of self regulation & self identity

Self regulation will only develop over a period of time.

Young babies may use a comforter  or a dummy for self soothing. 

Toddlers find it  very hard to wait and be patient, role modelling and positive reinforcement is key for this age.

Pre - school children may begin to ask for support on occasions as well as understanding the correct type of voice that needs to be used. 

School aged children maybe able to control their own 'wants & needs'

Lets share some examples from your own placements.

Case study task - Peer assessment

You will work in pairs to analyse the case study and answer the 3 questions in relation to the allocated case study. 

Someone in the class will then be marking your work using the 'What I am looking for guidance'

Project 2 

In your groups you must create a information booklet for parents who are needing supporting with transitions and separation anxiety.  

Due 25/10/24

Providing information on:

Examples of different expected and non expected transitions and significant life events.

School-readiness strategies

Following settling-in policies and procedures

Using targeted activities and resources

Implementing a buddy system

Liaising with other parents/carers and other professionals

Responding to children’s feelings and offering appropriate support

Helping the child familiarise themselves with new surroundings

Using distraction and play activities

Contributing to consistency of care for children during the settling-in process

Working with parents/carers to support children and families during the settling-in process

Contributing during activities that help support the attachment between a key person and a child