I continue to be intrigued by the way the EYFS talks about ‘managing children’s behaviour’. Considering what we now know about how a child learns and develops, is ‘managing children’s behaviour’ still a useful term to use within Early Years?
My views are that we can’t manage children’s behaviour, as we need to give all children the skills and tools to regulate their own behaviour, so they can resolve conflict and be emotionally grounded both within their early years and beyond.
Educators can indeed help children with self-regulation, which is different from the traditional training in ‘behaviour management’ within Early Years.
Educators require skills such as recognising a child has suffered a trauma and supporting the child sensitively to help them communicate how they are feeling; assisting children to resolve conflict through negotiation and giving them the language skills to do so; helping children know they have a voice and are able to contribute […]
I recently read a story, which quite frankly shocked me, both as a parent and an educational professional.
In brief an 11 year old was unable to join her friends for a special end-of-year treat for pupils who had a 100% attendance record. This child had missed one day to attend her mother’s funeral.
Please read her full story.
I have never been a fan of rewards for 100% attendance at school or work, be they certificates or treats, as this creates a culture of shaming those who haven’t achieved full attendance. There will be a variety of reasons for absence, for example a virus, a long term medical condition, or a sensitive personal issue. It is outright discrimination, creates divisions and can make some children feel under pressure to attend.
It can also lead to children becoming ‘people pleasers’. Yes, attending school is important, but children and parents should […]
New informative report from the Centre Forum: Sets out ways that early years policy can narrow the opportunity gap between disadvantaged children and their peers.