Session 5

• Early years
• Further Education (Key Stage 5)

Performance outcome 2

Develop relationships with children to facilitate their development. 

T Level in Education & Early Years 

ZE30801 

[e-mail] 

Learning objectives 

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

1. Recall information about attachments and attachment theory.
2. Review typical behaviours for different age ranges. 
3. Assess the importance of self regulation and how this can vary. 
4. Revise project 1 feedback and make amendments. 
5. Work on Project 2 ready for completion by next week.

Starter - Case Study analysis. 

Step 1 - Using a highlighter and pen analyse the case study. 

Step 2 - Work in pairs to answer the questions. 

Step 3 - We will engage in active feedback on the board.

Recall to element 7 (last academic year) & PO2 session 4

Recalling stages of typical behaviour

Before we start - what is the difference between atypical and typical behaviour?

With children in their early years, it is important for practitioners to be able to understand the differences between typical and atypical behaviour and how this can appear in practice. 

For example: For a a child aged 0 - 1 year old clingy behaviour is quite normal and expected. 

Understanding the correct types of behaviours will help with your behaviour management in the class. 

Your aim as an EYP is to encourage high levels of involvement in activities. 

Helping children achieve positive outcomes by implementing prevention and punishment.

At what age is it typical for children to be able to share and take turns correctly?

1. 0 - 1 years
2. 1 - 2 years
3. 3 - 5 years
4. 5 - 7 years

At what age do they develop determination to begin climbing?

1. 1 - 2 years
2. 12 - 18 months
3. 0 -1 years
4. 2 - 4 years

At what age are children more prone to mood swings?

1. 4 years old
2. 2 - 3 years
3. 9 years old
4. 1 years old

A child aged 3 + be able to recognise and understand rules and boundaries

1. True
2. False

Concepts of self regulation 

Self regulation is when children are able to demonstrate the ability to control own emotions and behaviour. 

It is important children are able to adapt their emotions to cope with unexpected stress. 

The development of self regulation is dependent on a range of factors. 

Brain development - Children's brains develop at different paces which affects the way the process information.

Often the process of neurological connections will detemine how healthy a child's ability to regulate is, contributing factors that can implicate this are: parenting styles, nurturing styles and relationships with carer. 

Children who have a learning need or a language delay would find regulation more difficult than others. 

Short term factors that can affect regulation: 

- Tiredness 

- Hunger 

- Over - stimulation 

- Being poorly. 

How does self regulation support healthy development? 

RESEARCH

Using the links below, research why self regulation is important to support healthy holistic development in Early Years.

https://www.earlyyears.tv/self-regulation-in-the-early-years/

https://www.teachearlyyears.com/a-unique-child/view/do-you-support-self-regulation-in-your-early-years-setting

https://educationendowmentfoundation.org.uk/early-years/toolkit/self-regulation-strategies

Document your findings on the table, you must accurately use in text referencing and full Harvard referencing. 

You need to save a copy of this table in your PO2 google drive. (Not just share)

Project groups learning task 

You all have feedback for project 1, spend time making the required amendments. 

Harvard referencing was a big area of improvement. 

This need to be printed and put in your folder for re submission. 

Once you have finished this you can work on your project 2. This is due next week.