Belonging and connecting

1. Belonging and connecting

2. The Aims and Principles A Stirling Perspective

3. 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

4. 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

5. 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

6. Birth to Three • Relationships • Responsive Care • Respect

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

8. 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.

9. 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

10. Belonging and Connecting Jack and Charlotte

11. Jack This is Jack. He has been attending Fallin Nursery since he was 11 months old. Jack is now 3 years old.

12. Charlotte This is Charlotte. She has been attending Fallin Nursery since she was 1½ years old. Charlotte is now 2 ½ years old

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

14. Respectful Relationships • Jack is painting with brushes and Charlotte is observing. • He hands Charlotte the brush saying, “Charlotte, Charlotte, Charlotte” • She takes the brush and starts to paint.

15. These are the learning processes we think the children were working through. Learn to interact in positive ways with others. Explore their environment confidently. Learn how to communicate their own needs and rights, within their intimate groups. Belonging and connecting. Rely on others and build up a sense of security and trust. 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

16. Heatherbell Jack and Charlotte have now made the transition into the Heatherbell room

17. Jack’s Transition • Visit the Heatherbell with key worker • Meetings with key worker and parents • Provided familiar experiences and routines • Able to revisit familiar people important to them • Effective ongoing communication

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

19. Learning Together • Imitating • Building confidence • Feeling safe • Developing self- esteem • Developing relationships

20. Building relationships that encourage children to participate actively

21. Working Together Jack – “Charlotte, you help, you help” Charlotte picks up the spade and starts to put the sand in the bucket. Jack – “Fill it up again” Jack – “It’s a sand castle”

22. Thinking about the Needs of Others Jack and Charlotte are in the garden on the tricycles. Jack – “A want ahelmet” Educator helps Jack with the helmet. Jack – “Charlotte want one” They continue to cycle around the garden following each other.

23. Observation Jack and Charlotte were in the garden. Charlotte had a ball. Jack came over to Charlotte and took the ball from her. Charlotte started to cry and Jack laughed. When he realised he had made her sad, his facial expression changed to a look of concern. Jack then walked over to Charlotte saying. “Charlotte, ok, ok Charlotte?” He then rubbed her head and touched her ponytail softly. Rhys came over and began to rub her arm and pointed at the ball. After a few minutes Charlotte decided she would play on a bike. Jack then decided to drop the ball and play on a bike also.

24. The Importance of Relationships “Relationships are influential. They are the basis not only for effective learning but also for healthy development and emotional wellbeing. Whether in the home, in early years setting or in wider community, relationships are central importance.” (Birth to three, supporting our youngest children, Scottish Executive)

25. Develop Sense of belonging Sense of involvement/ can join in and contribute Develop warm and reciprocal relationships To be listened to and communicate Learning about the needs and feelings of others Developing a sense of self Trust and understanding Confidence Accepting of others Children’s Learning and Development

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

27. Jack has moved into the 3-5 room, he has settled well and is confident to access all areas within the playroom • Charlotte is building new friendships with other children within the Heatherbell (2-3) room • When Jack and Charlotte come together in nursery they still have a special bond, as educators we feel this could be due to the connection of the relationship they experienced in the early years

28. Where are we now? • Charlotte has now moved into the 3-5 room, Charlotte has settled well and is confident to access all areas within the playroom. Jack has welcomed Charlotte into his social circle of friends

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

32. Next Steps • Educators will continue to observe and document Jack & Charlotte’s relationship • Educators will record the children’s significant learning and share it with the children and their families

33. 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.