WF2 3.1 3.2 3.3 3.4 3.5

• Early years
• Further Education (Key Stage 5)

WF2 3.1 3.2 3.3 3.4 3.5

3. Understand the influence of key individuals and the importance of attachments that shape babies’ and children’s social world and underpin their holistic learning and development

Readiness to Learn

Notes to be taken

bags and coats to hang up - Health and Safety

Water only 

lanyards to be worn

Urgent - Part timers

Hand in work

WF1, WF5, WF6, WF4  should now be handed in for marking 

Your portfolio should be at least 25 % complete

Maths starter

Lisa sees this advert in her local paper.

She agrees to deliver 2500 leaflets.

It will take her 10.5 hours to deliver the leaflets.

She decides to ask her friends Tilly and Kai to help her deliver the leaflets.

They each deliver an equal number of leaflets in an equal amount of time.

How long will it take Lisa, Tilly and Kai to deliver the leaflets

Maths Starter

• Flapjacks - £3.49 per pack

• Apples - £2.50 per pack

• Rice Cakes - £1.99 per pack

Frankie is buying healthy snacks.

They have the following prices:

They decide to buy two packs of rice

cakes, one pack of flapjacks and one

pack of apples.

How much will this cost?

3.49

1.99

1.99

2.50

------

9.97

Recap Last Lesson we .........

Using your notes - what did we cover last lesson?

WF1 2.1  Reflect on prior learning and experience as appropriate to describe the role of the early years

educator in the following aspects:

● confidentiality

● information-sharing

● use of technology

● referring development concerns

● protecting self (for example, media and online presence)

● staff health and safety, including mental

● health and wellbeing support and supervision

Today we will........

3.1 Summarise theories around attachment Implementation

3.2 Explain the significance of attachment in relation to the key person approach

3.3 Analyse how attachment influences babies’ and children’s social world, including maintaining relationships, and underpins their holistic development

3.4 Identify ways babies’ and children’s learning and development can be affected by their individual circumstances and significant events in their lives, including biological and

environmental factors

3.5 Summarise the impact of planned and unplanned change, transitions and significant life events on babies’ and children’s current development and learning needs

Set yourself a target of what you would like to achieve today

Learning Outcome 1

3.1 Summarise theories around attachment Implementation

an important quality or feature on which a particular thing depends or is based.

What is attachment?

Attachment

An enduring emotional bond that an infant forms with a specific person

Often the first attachment is to the mother some time

between the ages of 6-9 months

What is responsive care?

Responsive care is an approach in early childhood education and caregiving that prioritises attentive, sensitive, and consistent responses to a child’s needs, emotions, and cues. 

It is based on the principle that children thrive when caregivers build trusting relationships through warm, predictable, and individualised interactions.

Caregivers closely watch for verbal and non-verbal signals (crying, facial expressions, gestures) to understand a child's needs.

Infants and toddlers rely on caregivers to interpret and respond appropriately to hunger, discomfort, tiredness, or emotional distress.

Group Activity  - Activity 1.1

The importance of well being and responsive care including the key person

be prepared to feedback

• wellbeing

• mental health/emotional health

• key person

• friendships

• relationships

• attachment

• bonding

• unconditional love

• responsive care/caring

• meeting needs

• long-term impact

• experience

• modelling

• happiness

• sense of belonging

• self esteem

• self-worth

• value

• respect

Be prepared to share

Group Activity - Activity 1.1

Research theories around attachment to include

John Bowlby, Mary Ainsworth, and Schaffer & Emerson

Be prepared to share

Attachment theory - how early relationships between infants and caregivers shape emotional and social development. 

Key researchers in this field include John Bowlby, Mary Ainsworth, and Schaffer & Emerson, each contributing significant insights into how attachment forms and its impact on later life.

John Bowlby

1. Bowlby’s Attachment Theory (1958-1980)

Key Ideas:

Attachment is innate (natural) and crucial for survival.

Infants form a primary attachment (often with the mother) as a secure base for exploration.

Maternal deprivation hypothesis: Long-term separation from a primary caregiver can lead to emotional and social difficulties.

Critical period: Attachment must form within the first 2-3 years, or it may be difficult to develop later.

Early attachment experiences create an Internal Working Model (IWM), influencing future relationships.

Separation Anxiety

key features of attachment theory is pattern of distress when primary attachment is absent

Mary Ainsworth

quality of attachment is important - the strange situation 

was set up  would not be allowed in today as it causes stress to babies and mothers

Schaffer & Emerson

3. Schaffer & Emerson’s Stages of Attachment (1964)

Schaffer and Emerson conducted a longitudinal study of 60 infants in Glasgow, identifying four stages of attachment development:

Asocial/indiscriminate attachments Stage (0-6 weeks)

Infants respond similarly to humans and objects but prefer human interaction.

Indiscriminate Attachments (6 weeks - 7months)

Preference for familiar people but comforted by any caregiver.

Specific/ primary Attachment (7-9 months)

Child forms a primary attachment figure, showing separation anxiety and stranger fear.

Multiple Attachments (9+ months)

Child forms attachments to other caregivers, such as fathers, siblings, and grandparents.

James and Joyce Robertson-  Effects of Separation (1950s-1970s)

James and Joyce Robertson conducted observational research on young children separated from their primary caregivers (e.g., when placed in hospital or foster care). Their work supported Bowlby’s maternal deprivation hypothesis but also demonstrated that the effects of separation could be minimized with proper emotional support.

Children who had a consistent substitute caregiver during separation (e.g., foster care with emotional continuity) coped better than those placed in hospitals or impersonal institutions.

Highlighted the importance of continuity of care in reducing emotional trauma from separation.

Key Findings: The PDD Model (Protest, Despair, Detachment):

Protest – Child cries, screams, or clings to caregivers in distress.

Despair – Child becomes withdrawn, inactive, and hopeless.

Detachment – Child starts to engage with new caregivers but may reject their original caregiver upon return.

"John" Case Study (1969):

John (aged 17 months) was placed in a residential nursery for nine days without proper emotional support.

He went through the PDD cycle and showed permanent emotional distress upon reuniting with his mother.

Learning Outcome 2

3.2 Explain the significance of attachment in relation to the key person approach

an important quality or feature on which a particular thing depends or is based.

Research - Activity

Research the significance of attachment in relation to the key person approach

Present your findings on a large sheet of paper 

Be prepared to share

• within 36 hours of fertilisation, the single cell divides – this is known as the zygote – the zygote continues to divide to form the morula – the morula leaves the fallopian tube and enters the uterus

• by 4 weeks, the cells are referred to as the embryo – the placenta develops

• at 5 weeks, the brain and spinal cord develop as the neural tube – brain circulation begins and the heart starts to develop

• at 7 weeks, the brain develops distinct areas – ears and eyes begin to form and ‘limb buds’ appear (early arm and leg development)

• by 9 weeks, the baby is referred to as a foetus – the face forms, hands and feet grow and there are early signs of fingers and toes developing

• at 12 weeks, the baby is fully formed, including organs and structures

• by 20 weeks, the head and body size are more in proportion – the eyebrows and eyelashes begin to form

• by 26 weeks, the baby’s eyelids open and lanugo is present

• by 29 weeks, the heartbeat can be heard and vernix is present

• by 32 to 40 weeks, the baby turns downwards and engages in preparation for birth

The Key Person Approach is a fundamental practice in early years settings, designed to support children's emotional well-being by providing a consistent, secure relationship with a primary caregiver. This approach is deeply rooted in attachment theory, particularly the work of Bowlby, Ainsworth, Schaffer & Emerson, and James & Joyce Robertson, all of whom emphasized the importance of strong, stable relationships in early childhood.

1. Bowlby’s Attachment Theory and the Key Person Approach

Bowlby (1958-1980) argued that children form a primary attachment to a caregiver, which provides a secure base for exploring the world.

The Key Person Approach ensures that every child in an early years setting has a specific, consistent adult who provides emotional security, mimicking the role of a primary caregiver.

This relationship helps children develop trust, confidence, and resilience, which are crucial for later relationships and emotional well-being.

2. Ainsworth’s Attachment Styles and the Role of the Key Person -Ainsworth (1970s) identified different attachment styles through the Strange Situation Experiment:

Secure Attachment – Child trusts caregiver and seeks comfort when needed.

Insecure Attachments (Avoidant, Resistant, Disorganised) – Result from inconsistent or unresponsive caregiving.

The Key Person Approach promotes secure attachments by ensuring that children receive consistent, responsive, and sensitive interactions, reducing the risk of insecure attachment.

3. Schaffer & Emerson’s Stages of Attachment and the Importance of Multiple Caregivers

Schaffer & Emerson (1964) found that children form attachments in stages, first to a primary caregiver and later to multiple people.

The Key Person Approach acknowledges that while a primary caregiver is essential, children also benefit from forming secondary attachments with other staff, reinforcing emotional security.

4. James & Joyce Robertson – Reducing the Negative Impact of Separation

The Robertsons (1950s-1970s) demonstrated that separation from a caregiver can cause emotional distress (Protest, Despair, Detachment – PDD Model).

In an early years setting, the Key Person Approach minimizes distress by ensuring that children always have a familiar and trusted adult, making transitions (e.g., settling into nursery) smoother.

The Key Person Approach is essential in early years settings as it applies attachment theory in practice, ensuring that children feel secure, valued, and emotionally supported. By fostering consistent, nurturing relationships, it helps children develop trust, emotional regulation, and social confidence, setting the foundation for lifelong well-being.

Learning Outcome 3

3.3 Analyse how attachment influences babies’ and children’s social world, including maintaining relationships, and underpins their holistic development

Break down the subject into separate parts and examine each part. Show how the main ideas are related and why they are important. Reference to current research or theory may support the analysis. 

an important quality or feature on which a particular thing depends or is based.

3.3 Analysis: How Attachment Influences Babies’ and Children’s Social World, Relationships, and Holistic Development

Attachment plays a fundamental role in shaping a child's social, emotional, cognitive, and physical development. The quality of early attachments influences how children form and maintain relationships throughout life and underpins their holistic development, which includes emotional security, social competence, and cognitive growth.

1. Attachment and Its Influence on Babies’ and Children’s Social World

Children's social interactions and relationships are deeply shaped by their early attachment experiences.

 in withdrawal, aggression, or anxiety in social settings.

 Social Skills and Relationship Building

Secure attachment fosters trust and confidence, enabling children to form positive relationships with peers and adults.

Children with secure attachments tend to be more empathetic, cooperative, and socially competent.

Insecure attachment (avoidant, resistant, or disorganised) can lead to difficulties in forming healthy relationships, resulting in withdrawal, aggression or anxiety in social settings

 Emotional Regulation and Social Interactions

Bowlby (1958) emphasized that securely attached children use their caregiver as a "secure base" to explore the world. This security allows them to navigate social settings with confidence.

Ainsworth’s Strange Situation (1970s) demonstrated that securely attached children are better at managing emotions, whereas insecurely attached children may struggle with trust, social anxiety, or emotional instability.

 Understanding and Responding to Others

Mirror neurons and emotional attunement: Securely attached children are more likely to develop emotional intelligence, meaning they can recognize and respond appropriately to others' emotions.

Schaffer & Emerson (1964) found that children with multiple strong attachments are better at adapting to new environments (e.g., starting school or daycare).

2. The Role of Attachment in Maintaining Relationships

The Internal Working Model (IWM) (Bowlby, 1969) suggests that children develop expectations about relationships based on their early attachments. This affects: 

Friendships and Peer Relationships

Securely attached children are more likely to form friendships easily, resolve conflicts effectively, and show empathy.

Insecure attachment can lead to difficulty trusting others, leading to social withdrawal, controlling behaviours, or difficulty maintaining friendships.

 Relationships with Adults (Teachers, Caregivers, Family Members)

The Key Person Approach in early years settings (influenced by Bowlby and Robertson & Robertson) helps children maintain secure relationships beyond the family.

Secure attachment strengthens a child’s ability to seek help and guidance from teachers or caregivers, which enhances learning and emotional resilience.

Romantic Relationships in Later Life

Research suggests that early attachment patterns influence later romantic relationships. Securely attached children are more likely to develop healthy, stable relationships, while insecure attachment can contribute to fear of intimacy or dependency issues.

3. How Attachment Underpins Holistic Development

Holistic development considers the interconnected growth of a child’s physical, emotional, social, and cognitive abilities. Secure attachment influences all areas of development.

Emotional Development

Secure attachment promotes self-esteem, confidence, and emotional regulation.

Children with responsive caregivers develop a strong sense of self-worth, enabling them to handle challenges.

Cognitive Development

Securely attached children are more curious, motivated, and engaged in learning.

Neuroscientific research suggests that positive early interactions stimulate brain development, improving memory, problem-solving, and language acquisition.

Harlow’s research (1958) on monkeys showed that attachment and emotional security are more important for development than just physical needs (e.g., food).

Social Development

Secure attachment encourages cooperation, sharing, and conflict resolution.

Children with insecure attachment may struggle with aggression, social withdrawal, or difficulty trusting others.

 Physical Development

Early emotional security reduces stress levels, which positively impacts physical health.

Chronic stress (e.g., due to neglect or inconsistent caregiving) can increase cortisol levels, affecting growth and immune function.

Attachment significantly shapes a child’s social world, ability to maintain relationships, and holistic development. Secure attachment supports healthy emotional regulation, strong relationships, and cognitive growth, while insecure attachment may lead to social difficulties, emotional distress, and academic struggles.

Group - Activity

Analyse how attachment influences babies’ and children’s social world, including maintaining relationships and how attachment underpins their holistic development 

 How is this happening?

- Why is it important?

-

Be prepared to share

Break down the subject into separate parts and examine each part. Show how the main ideas are related and why they are important. Reference to current research or theory may support the analysis. 

• within 36 hours of fertilisation, the single cell divides – this is known as the zygote – the zygote continues to divide to form the morula – the morula leaves the fallopian tube and enters the uterus

• by 4 weeks, the cells are referred to as the embryo – the placenta develops

• at 5 weeks, the brain and spinal cord develop as the neural tube – brain circulation begins and the heart starts to develop

• at 7 weeks, the brain develops distinct areas – ears and eyes begin to form and ‘limb buds’ appear (early arm and leg development)

• by 9 weeks, the baby is referred to as a foetus – the face forms, hands and feet grow and there are early signs of fingers and toes developing

• at 12 weeks, the baby is fully formed, including organs and structures

• by 20 weeks, the head and body size are more in proportion – the eyebrows and eyelashes begin to form

• by 26 weeks, the baby’s eyelids open and lanugo is present

• by 29 weeks, the heartbeat can be heard and vernix is present

• by 32 to 40 weeks, the baby turns downwards and engages in preparation for birth

Learning Outcome 4

3.4 Identify ways babies’ and children’s learning and development can be affected by their individual circumstances and significant events in their lives, including biological and

environmental factors

an important quality or feature on which a particular thing depends or is based.

Group Activity - 3.4

To create a mind map on the different factors

Biological factors 

Biological factors are inherited or physiological influences that affect a child's growth, development, and learning. These factors are determined by genetics, prenatal conditions, and physical health, playing a key role in shaping cognitive, emotional, social, and physical development.

Environmental factors 

Environmental factors are the external influences that shape a child’s growth, development, and learning.

Group Activity -3.4

Discussion 

How events/situations/experiences can impact wellbeing

Create a mind map in your groups

1. Key Biological Factors and Their Impact on Development

 Genetic Influences

A child's genetic makeup determines their physical characteristics, temperament, intelligence, and predisposition to certain health conditions.

Genetic conditions such as Down syndrome, autism spectrum disorder (ASD), dyslexia, and ADHD can impact cognitive processing, language development, and social skills.

Prenatal Factors (Before Birth)

Maternal health during pregnancy is crucial for brain and body development.

Factors affecting prenatal development:

Poor nutrition → Low birth weight, developmental delays.

Smoking, alcohol, or drug use → Increased risk of learning difficulties, premature birth.

Infections (e.g., rubella, Zika virus) → Can lead to congenital disabilities or neurological issues.

 Brain Development and Neurological Differences

Brain development begins in the womb and continues throughout early childhood.

Early brain stimulation (through play, interaction, and learning experiences) supports cognitive growth, while neglect or trauma can impair brain function.

Some children are born with neurological differences that affect learning, attention, and memory.

Physical Health and Medical Conditions

Chronic illnesses (e.g., asthma, epilepsy, diabetes) can lead to absenteeism from school, affecting learning progress.

Hearing or vision impairments can impact speech development, reading, and social interaction if not diagnosed early.

Children with cerebral palsy or mobility issues may require additional support for physical development.

1. Key Environmental Factors and Their Impact on Development

Family Environment and Parental Influence

Parenting Style:

Authoritative (supportive, structured) → Encourages independence and confidence.

Authoritarian (strict, high control) → May lead to anxiety or fear of failure.

Permissive (lack of boundaries) → Can cause behavioral difficulties.

Neglectful (lack of care or guidance) → Increases risk of emotional and social difficulties.

Parental Involvement:

Children whose parents engage in reading, play, and learning activities tend to have higher cognitive skills and academic success.

Low parental engagement can result in language delays and poor social skills.

Parental Mental Health and Stability:

Parents experiencing stress, depression, or substance abuse may struggle to provide emotional security, affecting a child’s attachment and behavior.

Socioeconomic Status (SES) and Financial Stability

Low-income households may experience:

Limited access to educational resources (books, technology, extracurricular activities).

Poor nutrition, affecting brain development and concentration.

Higher stress levels, which impact emotional well-being.

Overcrowded housing, leading to poor sleep and reduced learning focus. Higher-income families tend to provide:

Better access to healthcare, private education, and enrichment activities (e.g., sports, music, travel).

More stability and security, reducing stress and anxiety.

cultural and community 

housing and living 

access to healthcare and nutrition 

lack of early education or poor quality childcare

Learning Outcome 5

3.5 Summarise the impact of planned and unplanned change, transitions and significant life events on babies’ and children’s current development and learning needs

an important quality or feature on which a particular thing depends or is based.

Group Activity - 3.5

To mind map planned and unplanned change, transitions and significant life events on babies’ and children’s current development and learning needs

be prepared to share 

Summary: The Impact of Planned and Unplanned Change, Transitions, and Significant Life Events on Babies’ and Children’s Development and Learning Needs

Children experience various changes, transitions, and significant life events throughout their development. These can be planned (e.g., starting school, moving house) or unplanned (e.g., bereavement, parental separation). The way children experience and cope with these changes significantly impacts their emotional well-being, social skills, cognitive development, and learning abilities.

 Strategies to Support Children Through Changes and Transitions

Building Secure Attachments: Ensuring children have trusted adults who provide emotional security and reassurance.

Consistent Routines: Maintaining familiar routines helps children feel stable and in control.

Open Communication: Talking about changes in an age-appropriate way to prepare children emotionally.

Peer and Adult Support: Encouraging friendships, using mentors or key workers, and providing counselling services where necessary.

Personalised Learning Plans: Adapting teaching methods to accommodate learning needs during stressful times.

Did we achieve......

3.1 Summarise theories around attachment Implementation

3.2 Explain the significance of attachment in relation to the key person approach

3.3 Analyse how attachment influences babies’ and children’s social world, including maintaining relationships, and underpins their holistic development

3.4 Identify ways babies’ and children’s learning and development can be affected by their individual circumstances and significant events in their lives, including biological and

environmental factors

3.5 Summarise the impact of planned and unplanned change, transitions and significant life events on babies’ and children’s current development and learning needs

Set yourself a target of what you would like to achieve today

What have you learnt today?

Next week we will .....

4.1 Explain the impact of physical, mental and emotional health and wellbeing for babies’ and children’s development

4.2 Describe the role and responsibilities of the key person when supporting physical, mental and emotional health and wellbeing for babies’ and children’s development

5.1 Explain the terms:

• co-regulation

• self-regulation

5.2 Use examples to describe how early years educators provide opportunities for co-regulation in an early years setting 

5.3 Describe how self-regulation changes according to a child’s age and stage of development

5.4 Analyse the significance of co-regulation for self regulation